Archives par mot-clé : Mathématiques

Cognitive Control at Age 3: Evaluating Executive Functions in an Equitable Montessori Preschool.

Phillips-Silver, J., & Daza, M. T. (2018). Cognitive Control at Age 3: Evaluating Executive Functions in an Equitable Montessori Preschool. Frontiers in Education, 3, 106. https://doi.org/10.3389/feduc.2018.00106 Abstract The study examines whether elementary school students in Taiwan who had received Montessori … Continuer la lecture

Publié dans Daza, M. T., Phillips-Silver, J. | Marqué avec , , , , , , , | Commentaires fermés sur Cognitive Control at Age 3: Evaluating Executive Functions in an Equitable Montessori Preschool.

Grounding the symbols for place value: evidence from training and long-term exposure to Base-10 models.

Mix, K.S., Smith, L.B.,  Stockton, J.D., Cheng, Y. & Barterian, J.A. (2017). Grounding the symbols for place value: evidence from training and long-term exposure to Base-10 models. Journal of Cognition and Development, 18(1): 129-151. Mix, K.S. Mix, K.S., Smith, L.B.,  … Continuer la lecture

Publié dans Barterian, J.A., Cheng, Y., Mix, K.S., Smith, L.B. | Marqué avec , , , , , , , | Commentaires fermés sur Grounding the symbols for place value: evidence from training and long-term exposure to Base-10 models.

A comparison of reading and math achievement for African American third grade students in Montessori and other magnet schools.

Brown, K., & Lewis, C. W. (2017). A comparison of reading and math achievement for African American third grade students in Montessori and other magnet schools. The Journal of Negro Education, 86, 439–448. Abstract Montessori programs are expanding in public … Continuer la lecture

Publié dans Brown, K., Lewis, C. W. | Marqué avec , , , , , , , | Commentaires fermés sur A comparison of reading and math achievement for African American third grade students in Montessori and other magnet schools.

McNeil, N. M., & Uttal, D. H. (2009). Rethinking the use of concrete materials in learning: Perspectives from development and education. Child Development Perspectives, 3(3), 137–139.

These authors recommended a reexamination of the belief that teaching young children mathematics using concrete materials, as opposed to abstract means, is the preferred method of instruction. Montessori, Piaget, and Bruner are cited for their perspectives on the benefits of … Continuer la lecture

Publié dans McNeil Nicole M.  | Marqué avec , , , , , , , , , | Laisser un commentaire