University of Isfahan Mathematics and Society 2345-6493 4 2 2019 08 23 Montessori method as a basis for integrated mathematics learning Montessori method as a basis for integrated mathematics learning 47 56 24343 10.22108/msci.2020.114965.1313 FA Mahsa Mirzargar Faculty of Science, Mahalat Higher Education Center, Mahalat, Iran Mohammad Sajjad Reshadati Faculty of Science, Mahalat Higher Education Center, Mahalat, Iran Journal Article 2019 01 31 This paper is a translation of the the following paper into Persian: [J. Milinkovic and D. Bogavac, Montessori method as a basis for integrated mathematics learning, Metodicki obzori, 11 (2011) 135-142.] 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. This paper is a translation of the the following paper into Persian: [J. Milinkovic and D. Bogavac, Montessori method as a basis for integrated mathematics learning, Metodicki obzori, 11 (2011) 135-142.] 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.

https://math-sci.ui.ac.ir/article_24343_d387056ca59dc196575ef85d6072a78a.pdf