Thursday, April 12, 2012
Friday, January 27, 2012
Thoughts From Needra on Math and Geometry
EXPERIENCE FIRST
The concepts of math and geometry as symbols on paper make sense after sensorial experience. Removed from real objects these studies become dry and meaningless. Children naturally have an interest in all aspects of mathematics, weight, order, systems, series, time, quantities and symbols, and so forth. We can serve the development of the mathematical mind by feeding this interest, giving sensorial experiences first, and only then their representatives on paper.
Sometimes people think there is something magic about sensorial math materials. Yes, the materials are certainly ingenious, but the real value of manipulatives is that they support the natural love of math concepts and activities that occurs early in life. These activities include: counting, sorting, classifying objects, experiences with series of sizes and colors, weighing and measuring, carrying out housework such as dish washing, with many sequential, logical steps—these are activities that nourish the mathematical mind.
MANIPULATIVE MATERIALS
When the first Casa dei Bambini in Rome was opened in the beginning of the 20th century the children were not taught math until they asked if they could study it. It was when the 3-6 children asked to use the math materials from the elementary classes and were more successful at learning these concepts (!) that math began to be an important part of Children’s Houses for children from the age of three to six.
Many people misunderstand, at first, what it means to learn math at this age. They remember how they learned the multiplication tables for example—tedious and boring, hours of painful repetition that was certainly not the first choice of activities.
In the 3-6 class, children love to learn the quantities and symbols for numbers in the thousands. They often learn addition, subtraction, multiplication and division with the decimal system and with fractions, simultaneously.
None of this work is required of the children, but it is offered, presented with manipulative materials to one child at a time—by the adult and sometimes another child. There are no teachers lecturing to a group of children who are required to sit still and listen. The children choose this work, and repeat each step with joy and enthusiasm until they are ready to move to the next step.
Certainly not every child masters or even works with every piece of math material in the 3-6 class. The main point is that an enjoyable and interesting introduction to all of the areas of geometry and math are present in the environment. The child is introduced to each activity as she is ready, and given the choice of whether or not to continue to work with it. In the meantime, she is surrounded by other children joyfully exploring math.
Math and geometry are presented and treated in the same way as art, building with blocks, music, gardening, and all other subjects. What a different and wonderful introduction to a subject detested and feared by many of us adults.
A child who is allowed to explore with real mathematical objects at an early, motor-sensorial age stands a good chance of becoming a real math lover later in life. If his passions lie elsewhere, at least he will be exempt from the math phobia that so many of us experience because of our own less-than-joyful introductions to this area of learning.
Math and geometry materials do not have to be expensive; they can be made of cardboard cubes, strings of beads, blocks, and beans, anything that helps the child grasp the concept through her senses.
In fact, the more one uses everyday objects for comparing, measuring, counting, and carrying out any other mathematical processes, the more math becomes a part of the real, practical, everyday life of the child.
The concepts of math and geometry as symbols on paper make sense after sensorial experience. Removed from real objects these studies become dry and meaningless. Children naturally have an interest in all aspects of mathematics, weight, order, systems, series, time, quantities and symbols, and so forth. We can serve the development of the mathematical mind by feeding this interest, giving sensorial experiences first, and only then their representatives on paper.
Sometimes people think there is something magic about sensorial math materials. Yes, the materials are certainly ingenious, but the real value of manipulatives is that they support the natural love of math concepts and activities that occurs early in life. These activities include: counting, sorting, classifying objects, experiences with series of sizes and colors, weighing and measuring, carrying out housework such as dish washing, with many sequential, logical steps—these are activities that nourish the mathematical mind.
MANIPULATIVE MATERIALS
When the first Casa dei Bambini in Rome was opened in the beginning of the 20th century the children were not taught math until they asked if they could study it. It was when the 3-6 children asked to use the math materials from the elementary classes and were more successful at learning these concepts (!) that math began to be an important part of Children’s Houses for children from the age of three to six.
Many people misunderstand, at first, what it means to learn math at this age. They remember how they learned the multiplication tables for example—tedious and boring, hours of painful repetition that was certainly not the first choice of activities.
In the 3-6 class, children love to learn the quantities and symbols for numbers in the thousands. They often learn addition, subtraction, multiplication and division with the decimal system and with fractions, simultaneously.
None of this work is required of the children, but it is offered, presented with manipulative materials to one child at a time—by the adult and sometimes another child. There are no teachers lecturing to a group of children who are required to sit still and listen. The children choose this work, and repeat each step with joy and enthusiasm until they are ready to move to the next step.
Certainly not every child masters or even works with every piece of math material in the 3-6 class. The main point is that an enjoyable and interesting introduction to all of the areas of geometry and math are present in the environment. The child is introduced to each activity as she is ready, and given the choice of whether or not to continue to work with it. In the meantime, she is surrounded by other children joyfully exploring math.
Math and geometry are presented and treated in the same way as art, building with blocks, music, gardening, and all other subjects. What a different and wonderful introduction to a subject detested and feared by many of us adults.
A child who is allowed to explore with real mathematical objects at an early, motor-sensorial age stands a good chance of becoming a real math lover later in life. If his passions lie elsewhere, at least he will be exempt from the math phobia that so many of us experience because of our own less-than-joyful introductions to this area of learning.
Math and geometry materials do not have to be expensive; they can be made of cardboard cubes, strings of beads, blocks, and beans, anything that helps the child grasp the concept through her senses.
In fact, the more one uses everyday objects for comparing, measuring, counting, and carrying out any other mathematical processes, the more math becomes a part of the real, practical, everyday life of the child.
Wednesday, December 14, 2011
Sensorial Education in Montessori
Sensorial Materials and education of children often take a back seat to Math and Language. Mostly, because it is easier to measure progress and successes in the areas of Math and Language. Also, because reading and understanding simple math processes are the 'standard' measure of success that most parents look for. Sensorial education is just as important as the other subjects in Montessori. In fact it is the preparation for ALL critical thinking and observation.
The Sensorial materials are designed to be very unique and interesting to a the child. Generally, they have nothing like this at home and this naturally interests them.
The Materials prepare and refine the senses used to take in knowledge.
Their natural curiosity and need to "touch everything" is the inner drive to gather information from the world around them. This desire is encouraged and they find gathering this raw data, and to classify it deeply satisfying.
Dr. Montessori said: "We cannot create
observers by saying observe, but by giving them the power and the means
for this observation and these means are procured through education of
the senses. "
When a child manipulates any of the Sensorial Materials they are gaining a deeper understanding of the world and the skills and vocabulary to draw information from their surroundings wherever they are. THAT is true education- giving the child the tools to build intelligence independently.
Tuesday, November 22, 2011
Monday, November 14, 2011
An Environment for Learning
Dr. Montessori based her methods and materials on the belief that a
person does not really "teach" a child, but can only guide them to
the information to make the discovery and retain the knowledge. That is
what we do at Children's Garden Montessori. We guide the children to
make discoveries with the materials to build permanent memories and
experiences that become the foundation, in their mind, to build knowledge upon for the rest of their life! Children are born with a natural curiosity and desire to learn. We
are here to help keep that fire within burning.
With the very specifically designed materials, and always following the
child's lead, we are able to create an "environment for learning." This
is a place where learning comes naturally. Even if your child is
"playing." Each material is designed with a very specific purpose and
often times a long-term purpose for learning. Children here are able to
learn from everything going on around them. Children that might not be
quite ready to try a material are able to watch and listen and begin
absorbing the concepts before they even begin "working" with the
materials. It is awesome to see a group of children spontaneously form and watch the learning just happen!
They also have the opportunity to teach to others what they know, solidifying the concepts in their mind, and passing on the knowledge to another. When children see those working with a more advanced material, they are naturally inspired. They begin to see the future purpose for the knowledge they are currently gaining, and the next step or the "reward" for mastering the job they are working on.
Wednesday, November 9, 2011
How to Create a Reading Environment at Home
It is SO important to support your child in the process of learning to read.
This article has some excellent ideas for helping your child to enjoy reading and making it a permanent part of your families life.
This article has some excellent ideas for helping your child to enjoy reading and making it a permanent part of your families life.
Friday, September 30, 2011
We have been in the classroom for about a month! It has been a busy and productive month for everyone.
The kids are really used to the flow of the class and comfortable with things like how to return a job to the shelf, rolling a rug, and other basics.
They are really starting to dive into more "serious" work.
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| Working with Sounds |
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| Sandpaper Numbers |
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| Binomial Cube |
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| Thousand Cubes, Hundred Squares, Ten Bead Bars, and Units (Introduction to Decimals) |
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| Continents Map |
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| Number Rods with Numeral Cards |
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| Pouring. Pouring water, Spoon Transfers and other "Practical Life" activities develop small motor skills (by strengthening muscles and movements involved in handwriting.) and helps hand eye coordination. |
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| Serving Snack |
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