| dc.description.abstract | The purpose of this action research project was to learn about early childhood Montessori
teachers’ feelings and beliefs about mathematics and teaching math, and their awareness of
current research regarding the importance of mathematics. Early childhood Montessori teachers
were surveyed with questions and opportunities to comment. Instructors who teach Montessori
mathematics to future teachers were interviewed, including questions about attitudes towards
math they have seen in their adult students and opinions about the need for professional
development in math. Adult students enrolled in a Montessori early childhood mathematics
class were surveyed at the beginning of the course and again at the end of the course.
The results showed that survey participants had both positive and negative experiences in
mathematics in their own K-12/college education, with teachers/school as the greatest
influencers. Many survey participants indicated that these experiences had long-term effects on
their feelings towards math. Montessori instructors have seen hesitancy towards math among
their adult students. Many of their students, as well as several survey participants, expressed that
the Montessori approach to mathematics helped them, as adults, gain a better understanding of
mathematical concepts and increased their confidence. While survey participants agreed that
their Montessori teacher education program prepared them to effectively teach math, there is
room for further study on the awareness of current research regarding the importance of
mathematics in early childhood, increased specificity in Montessori math standards,
opportunities for providing mathematical experiences for children throughout the classroom and
continued professional development and self-reflection on one’s teaching practice. | en_US |
