Poziom kompetencji matematycznych dzieci kończących edukację przedszkolną w systemie Montessori. Perspektywa badawcza
Loading...
Date
2016
Authors
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Wydawnictwo Naukowe UAM
Title alternative
The Level of Mathematical Competencies of Children Completing Pre-School Education in the Montessori System. A Research Perspective
Abstract
The presented article discusses the issue of mathematical education in kindergartens that follow the Montessori education method. The basic assumptions of the educational system developed by M. Montessori have been discussed, with a special focus on mathematical education. The article presents the results of empirical research proving that children who complete their pre-school education in the Montessori system demonstrate a high level of mathematical competencies as indicated in the Core Curriculum for Pre-school Education. The best results obtained by the examined children related to such competencies as counting objects, discriminating between correct and faulty counting, determining if two sets are equal in number, using ordinal numerals and spatial orientation tasks, including telling left from right, determining directions and the position of objects. The tasks that proved the most difficult for all the examined children were those related to temporal orientation. The diagnosed high level of mathematical competencies of children completing their pre-school education leads to the optimistic conclusion that mathematical education based on the principles of the Montessori system ensures educational effectiveness.
Description
Sponsor
Keywords
pre-school mathematical education, Montessori pedagogy
Citation
Studia Edukacyjne, 2016, nr 40, s.113-126