Montessori Education. How do students in Montessori classrooms learn differently than students in traditional classrooms? Understanding how your child learns. By: Sarah Yoho. Traditional Math: Learning Abstract Concepts with Abstract Symbols. How were you taught to multiply large numbers?.
How do students in Montessori classrooms learn differently than students in traditional classrooms?
Understanding how your child learns.
By: Sarah Yoho
2. Then you follow the same procedure, multiplying the tens from the bottom number with the digits in the top number, working from right
to left. Don’t forget your placeholders!
Numbers… they’re symbols that represent how much of something I have.
Numbers… they’re like the alphabet, only they mean how much instead of representing a sound.
Multiplication... it means I’m working with groups instead of individual numbers.
Long Multiplication… I need to work from right to left? That’s not how I was taught to read! Why do I need a placeholder?!
Beginning in preschool, students are taught to understand both numbers and place value, not as abstract symbols, but as objects that can be seen and touched.
The Golden Beads visually and physically (by weight) represent units, tens, hundreds and thousands. An understanding of place value develops.
The bead cabinet has chains of colorful beads that represent ones through tens. Students learn to rote count, then skip count, in order to understand multiples.
When learning Montessori math, students are encouraged to:
There are many ways to practice multiplication facts in early elementary classrooms!
Practicing the times table.
“Two taken four times equals eight.”
The flat bead frame and large bead frame are similar to an abacus.
Exchanging four, 3-beads for a 2-bead. Carrying the one.
Exchanging beads in the tens place.
Setting out the beads.
Exchanging beads in the hundreds place.
Exchanging beads in the thousands place.
As students master their multiplication facts, they will no longer need to set out groups of bead-bars. A more advanced student’s work may look more like this.
First, multiply & set out the beads.
Add beads in the units place, tens place & hundreds place by sliding them diagonally, keeping to same colored squares.
Add the thousands, the ten-thousands, the hundred-thousands & the millions.
Exchange beads to get the final answer.
As with multiplication, there are a number of materials that help students learn and practice division problems in the early elementary classroom.
Division Unit Board
Test Tube Division
Then you prepare to separate them among friends, or in this case, among four unit skittles.
You take some objects, such as 12 beads.
The answer is always what one unit skittle gets, so 12÷4=3.
First divide the thousands.
Exchange the extra thousand cube for 10 hundred squares.
5,274 ÷ 2 =
Next divide the hundreds, then the tens. Exchange the extra tens bar for 10 units.
Finally, divide the units.
Record that each of two friends received 2,637.
Students using the stamp game already understand equal exchanges, such as 1 ten equals 10 ones.
5,274 ÷ 12 =
Set out stamps to
represent the dividend
and skittles to represent the divisor.
Divide the stamps. Whenever the tens skittle receives a thousand stamp,
the units skittles receive a hundred stamp and so on.
(The answer is always what one unit skittle receives so5,274 ÷ 12 = 439 R6.)
The test tube division
materials are set up.
Six beads go in the cup.
Two skittles are placed on the board.
The answer is always what
one unit skittle gets.
6 beads ÷ 2 skittles = 3 each
Students record their answer one step at a time and clear the beads after each step.
Bigger problems, such as 534÷2, are broken down into steps.
It’s sort of like taking a $100 bill to the bank and exchanging it for 10, $10.00 bills.
If there are beads left after we’ve given each skittle an equal amount, we exchange what’s left over for 10 beads of the next place value.
movement & spatial orientation
auditory processing, speech
When students use hands-on materials to learn, in an environment where they are encouraged to move and help each other, all parts of the brain are activated.
In addition, Montessori math materials connect the right and left hemispheres of the brain.
Right = spatial and creative reasoning
Left = abstract and logical thinking