ABSTRACT

The math curriculum of the Montessori system of education for children ages 3–12 is distinctive, incorporating multiple manipulatives and educational practices which have theoretical and empirical support in research. However, studies investigating the math achievement and learning of Montessori students and alumni have not consistently found Montessori programmes to be more effective than conventional or other programmes. Through a detailed review of such studies, we find that a Montessori advantage in math is more likely when programmes adhere to important principles of Montessori education, when students have had longer immersion in Montessori programmes, and when assessments are more conceptual in nature. We suggest that future research should take into account programme fidelity and enrolment duration, and outline other directions for future research.

摘要

蒙台梭利教育系统为 3-12 岁儿童开设的数学课程与众不同，融合了多种在研究中具有理论和实证支持的操作和教育实践。然而，调查蒙台梭利学生和校友的数学成就和学习的研究并没有一致地发现蒙台梭利课程比传统课程或其他课程更有效。通过对此类研究的详细审查，我们发现当课程遵循蒙台梭利教育的重要原则、学生在蒙台梭利课程中的沉浸时间更长以及评估本质上更具概念性时，蒙台梭利在数学方面的优势就更有可能。我们建议未来的研究应该考虑到项目的保真度和注册持续时间，