Every student has special skills and learning needs. According to Gardener’s theory of multiple intelligences, children can gain knowledge in various ways because they have different capabilities and competences. Teachers often fail to identify these capabilities in part because of the conventional teaching methods that they use in kindergartens.
The goal of this study is to gather evidence concerning the positive and negative aspects of using Montessori education system to teach mathematics in kindergarten. Concisely, it will compare the Montessori system with the conventional education system in order to identify the model that best suits learners’ needs.
A consensus on the best way to help students can be reached through discussions that articulate the distinctive needs of every student. The discussions can be conducted through team-meetings that bring together teachers of mathematics. There is strong evidence in support of the effectiveness of Montessori education, which include the following:
- First, it facilitates rapid progression through the learning system by eliminating wastage of time that might occur due to stagnation in one glass.
- Second, it enables educators to mix students of different age groups because it focuses on the students’ ability to learn rather than age or gender.
- Third, Montessori education is offered in an open learning environment, thereby encouraging freedom in learning.
- Fourth, it minimizes the interference of teachers in the learning process. Generally, teachers act as facilitators, thereby creating an environment that suits each child’s needs.
- Finally, the system promotes respect for the personality of the student, thereby facilitating achievement of the desired learning outcomes.
As a Montessori teacher, I intend to conduct this action research in order to find better teaching strategies. Several modern teaching methods such as literature-based reading and self-directed learning have been developed and used in classrooms in order to meet the needs of gifted students.
Research indicates that students work well within a well-prepared learning environment, which enables students to learn by exploring and engaging in different learning experiences. Montessori education fulfills this requirement. Consequently, this research seeks to analyze the extent to which an authentic Montessori mathematics environment is compatible with the regular mathematics classes in order to fulfill the needs of all students.
I will analyze the results of formative assessments and evaluations such as students’ homework in order to answer the research question. This is because this source of data can shed light on the performance of students. Moreover, focus group discussions will be used to collect data concerning students’ learning experiences and opinions.
I will also get new ideas from the teachers who will be participating in these discussions. Other data sources will include using rubrics to measure students’ performance and observing students during class time. The data obtained through these sources will be used to compare the effectiveness of Montessori education with the traditional mathematics programs.
Furthermore, I will use videotaping to monitor my performance in various lessons in order to identify my strengths and weaknesses in teaching. Additionally, my notes and lesson plans will be peer-reviewed by other teachers in order to identify their weaknesses or any mistakes made in them. These strategies will enable me to get new information concerning teaching mathematics in a Montessori class. Consequently, I will be able to improve my teaching skills.