MONTESSORI METHOD AS A BASIS FOR INTEGRATED MATHEMATICS LEARNING

Autor: Jasmina Milinković, Dragana Bogavac
Jazyk: angličtina
Rok vydání: 2011
Předmět:
Zdroj: Metodički obzori : časopis za odgojno-obrazovnu teoriju i praksu
Volume 6(2011)1
Issue 11
ISSN: 1848-8455
1846-1484
Popis: This research offers a theoretical comparative analysis of the Montessori Method and integrative teaching. Current trends call for incorporation of an integrative approach into educational practice. From the constructivists’ cognitive perspective knowledge is constantly changing, and results from acting and thinking. Maria Montessori developed an approach which is intellectually challenging and motivating. It develops a creative, flexible, authentic and constructive personality. In this paper we focus on theoretical aspects of both Montessori Method and integrative approach and look for compatible elements. We pay special attention to effects of the Montessori Method on development of mathematical aspects of reasoning. Our argument is that preschool Montessori Method has the capacity to become the basis for an integrative school approach. This provides a smooth move from early childhood learning to school learning. We point to the similarity of learning goals. Also, we pay attention to features of productive environments created within these two Methods for mathematics learning. In the light of the analysis, we suggest common features of the Montessori Method and integrated curriculum approach which have positive effects on mathematics learning. Finally, we draw some educational and curricular research questions. Our argument is that the Montessori Method presents natural prerequisites for integrated learning. We conclude that together they fulfil the social need for functional knowledge and holistic approach to a child’s development.
Rad nudi teorijsku komparativnu analizu Montesori metode i integrativne nastave. Savremene tendencije ukazuju na potrebu uključivanja integrativnog pristupa u obrazovnu praksu. Sa stanovišta konstruktivizma znanje se neprestano menja i rezultat je akcije i razmišljanja. Marija Montesori je razvila metod koji je intelektualno provokativan i motivišući. Njime se razvija kreativna, fleksibilna, autentična i konstruktivna ličnost. U ovom radu, mi smo se fokusirali na teorijske aspekte obe metode: Montesori metode i integrativne metode tražeći kompatibilne elemente. Posebnu pažnju posvetili smo efektima Montesori metode na razvoj matematičkog mišljenja. Mi pružamo argumentaciju u prilog teze da predškolski Montesori pristup ima kapacitet da bude osnova integrativnog učenja u školi. On predstavlja gladak prelazak sa ranog učenja na školsko učenje. Ukazujemo na sličnost ciljeva ucenja. Takodje, posebnu pažnju posvećujemo sredini kreiranoj u ova dva pristupa posebno pogodnoj za učenje matematike. U svetlu date analize, ukazujemo na zajedničke osobenosti Montesori metode i integrativne metode koji imaju pozitivan efekat na učenje. Konačno, mi ukazujemo na neka obrazovna i kurikularna istraživačka pitanja. Naš stav je da Montesori metoda predstavlja prirodnu osnovu za integrativo učenje. Zaključujemo da zajedno one mogu ispuniti potrebu društva za funkcionalnim znanjima i holističnim razvojem dece.
Databáze: OpenAIRE
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