Math Gains in Early Elementary Grades Using Traditional and Montessori Math Manipulatives

symbols;mathematics;manipulatives;abstract;concrete

Vang, MaikaWard, Gay ;

University of Wisconsin

关键词: symbols;    mathematics;    manipulatives;    abstract;    concrete;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/77289/VangMaika.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

I have moved from teaching in a traditional public school to a Montessori public school.Both environments share similarities, in terms of grade level learning targets and the use of manipulative objects to help students develop mathematical understandings.For this study, I used the district high-priority learning targets for grades 1, 2, and 3, and aligned them with three key mathematical strands: Numbers and Operations, Algebra, and Geometry and Measurement. (See Appendices A, B, and C.) I conducted this study with 14 students: 3 first-graders, 4 second-graders, and 7 third-graders, using both traditional and Montessori-specific manipulative objects to help students acquire key mathematical concepts.I wanted to discover whether Montessori-specific manipulative materials are more effective than manipulatives used in traditional public schools, in helping students build their understanding of key mathematical concepts.