The Application of Montessori Method in Learning Mathematics: An Experimental Research

Open Access Library Journal

2017, Volume 4, e4140

ISSN Online: 2333-9721

ISSN Print: 2333-9705

DOI:

10.4236/oalib.1104140 Nov. 30, 2017 1 Open Access Library Journal

The Application of Montessori Method in

Learning Mathematics: An Experimental

Research

Qais Faryadi

Future Expert Solutions, Kuala Lumpur, Malaysia

Abstract

The prime objective of this research was to investigate whether the Montessori

method of learning helped kindergarten pupils improve their

mathematical

proficiency, critical thinking and problem-solving skills, besides training

them

to be responsible learners. Quantitative, qualitative, and observational met

ods were employed in the investigation.

The sample for the study comprised

180 kindergarten pupils from

TadikaBestari Al-Hidayah

located in Bandar

Seri Damansara, Malaysia. The instruments for collecting data were que

tionnaires, interviews, and field observations. Results from a pre-

test and a

post-test showed that pupils who used the Montessori method,

i.e

. the e

perimental group, outperformed (72.2% passed) their peers who were not e

posed to the Montessori method (39% passed).

The findings indicated that the

Montessori method

indeed helped learners to improve their mathematical

proficiency. This research offers guidelines to future researchers on alternative

learning methods, especially for very young children. The findings of this e

pirical research could be prototyped for learning other subjects.

Subject Areas

Education

Keywords

Montessori, Learning, Teaching, Sensory, Critical Thinking, Mathematics

1. Introduction

The Montessori Method of learning was developed by Dr. Maria Montessori

from Italy (trilliummontessori.org, 2017). A medical doctor, she developed a

How to cite this paper:

Faryadi, Q. (2017

)

The Application of Montessori Method in

Learning Mathematics: An Experimental

Research

Open Access Library Journal

e4140

https:

//doi.org/10.4236/oalib.1104140

Received:

November 10, 2017

Accepted:

November 27, 2017

Published:

November 30, 2017

7 by author and Open

Access Library Inc

This work is licensed under the Creative

Commons Attribution International

License (CC BY

4.0).

http://creativecommons.org/licenses/by/4.0/

Open Access

Q. Faryadi

DOI:

10.4236/oalib.1104140 2 Open Access Library Journal

very keen interest to help mentally ill and retarded children learn. Montessori

strongly believed that learners could teach themselves. Thus, she developed the

Montessori method of learning, regarded by scholars and educationists as

unique, effective, and efficient. According to study, intervention by adults in

times of need effectively helps learners to learn and progress noticeably [1]. Dr.

Maria Montessori believed that each learner is a unique being, and he/she can

surprise us with unique talents [2]. The theory of Montessori learning is simple.

Students learn by playing. Playing is not in the literal meaning, but pretended

playing. Today in this age of technology, many researchers believe that students

should learn constructively and enjoyably. This type of learning is indeed flexi-

ble, active, constructive and fun. The Theory of Montessori learning is based on

guided learning using relevant toys that matches children’s age and capabilities.

In the meantime, an adult takes charge of the student and is ready to help if

needs arise. Montessori learning method is based on group learning. Similar age

groups are stationed to learn effectively. Montessori students consist of 3 to 12

years of age. The beauty of this methodology is that, materials are kept on the

shelves and freely available to the children. During the learning sessions, if a

student makes a mistake or has any problem, he/she can refer to the material as

a reference point.

2. Problem Statement

This research argues that the Montessori method of teaching helps students to

learn mathematics faster and improve their critical thinking and problem-solving

skills, as well as be responsible learners in the class.

3. Research Objectives

This research was aimed at achieving the following objectives:

1) To investigate whether learners improved their problem-solving skills and

critical thinking skills when they utilized the Montessori method of learning.

2) To investigate whether using the Montessori method of learning helped

learners to improve their mathematical proficiency.

3) To investigate whether learners become more disciplined and responsible

by using the Montessori method.

4. Research Questions

This research sought to answer the following questions:

1) Do learners improve their problem-solving skills and critical thinking skills

when they utilize the Montessori method?

2) Does the Montessori method help raise the level of mathematical profi-

ciency among the pupils?

3) Does the Montessori method assist learners to be more responsible pupils

in the class?

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5. Research Hypotheses

: Learners who utilize the Montessori method improve their prob-

lem-solving skills and critical thinking skills.

: Learners who utilize the Montessori method improve their mathematical

proficiency.

: The Montessori method of teaching assists learners to be responsible pu-

pils in the classroom.

6. Justification of the Research

1) The findings of this research would contribute to the development of a pa-

radigm of learning, namely the Montessori method of learning. The findings of

this empirical research could be prototyped for learning other subjects.

2) This study offers guidelines for the use of a more viable alternative to the

traditional methods of teaching mathematics in the Malaysian classroom.

3) Interviews, observations, questionnaires and field worksheets from this

study would provide valuable information for other researchers who wish to

teach mathematics using the Montessori method.

7. Literature Review

To fully develop the unseen potential of our learners, teachers must give them

freedom of choice to explore their environment. Instructors should develop the

concept of self-respect for their learners as well as train them to respect others

[3]. The Montessori Method of teaching concentrates on quality rather than

quantity. Teachers assist learners with the sensory-based teaching methodology

advocated by Maria Montessori [4]. In addition, it is important that pupils must

enjoy the process of learning. In other words, Montessori teachers adopt a holis-

tic approach to enable their pupils to learn more effectively. Every learner is

considered as an individual who must not be guided and controlled all the time

by an adult [5] [6].

“

Scientific observation has established that education is not

what the teacher gives

;

education is a natural process spontaneously carried out

by the human individual

and is acquired not by listening to words but by expe-

riences upon the environment

The task of the teacher becomes that of preparing

a series of motives of cultural activity

spread over a specially prepared environ-

ment

and then refraining from obtrusive interference

Human teachers can only

help the great work that is being done

as servants help the master

Doing so

they will be witnesses to the unfolding of the human soul and to the rising of a

New Man who will not be a victim of events

but will have the clarity of vision to

direct and shape the future of human society

”.

Maria Montessori,

Education for

a New World

Retrieved from

http://www.michaelolaf.net/maria.html, 2017.

Montessori learning, there is a sense of direction rather than forcing learners to

learn [7]. Effective learning happens when the learner’s senses are activated. Stu-

dies have found that 75% of learning occurs visually, while 13% occurs through

hearing and touching. Smell and taste account for 12%. So, if multi-senses are

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stimulated, more learning should take place. See Figure 1, it shows students are

learning together for collective achievement.

8. Sensory Method

The sensory learning programme is an innovative approach that unites three

modalities (visual, auditory and vestibular) into one intervention, thus allowing

individuals to merge sensory messages for perfect learning outcomes [8] [9].

According to researchers [10], we all learn differently using our dynamic cha-

racteristics. We have certain values attached to our learning styles. If we com-

bined all these attached values in cognitive and sensory learning styles, the

learning process would be facilitated [11].

Figure 2 below shows how sensory

learning method stimulates learner’s motivation.

8.1. Learning and the Mind

According to Shelly, our mind is like a locked playground. We have to unlock

that playground to achieve learning outcomes. So, by applying of all our senses,

it is possible to acquire the necessary skills to achieve academic excellence (Shel-

ly, 2002). Research confirms that sensory motor integration helps learners to

achieve success and acquire necessary skills. “

The Montessori method can be re-

cast as a viable contemporary

constructivist program for early childhood educa-

tion

Montessori believed that learners in the crucial years from birth to age six

possess extraordinary

innate mental powers to absorb the environment

” [12].

The Montessori approach is a unique methodology of teaching. It must be ap-

plied precisely for a positive outcome. A study by [13] found that Montessori

Figure 1. Learning together.

Figure 2. Sensory learning.

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learners performed better compared to those studying in public and private

schools which did not adopt the Montessori approach in the classroom. See be-

low

Figure 3. Students learn by thinking critically for a perfect outcome.

8.2. The Instructor’s Role

In the Montessori approach to learning, there is a link between instructors and

parents [14]. To learn effectively, Maria Montessori insisted that learners, teach-

ers and parents must co-operate with one another so that young children can

learn more effectively. In cooperative learning environment size does not matter,

even a single student learns cooperatively. As thus the important of cooperative

learning is evident even with one student [15]. Although Piaget and Vygotsky

had much respect for Dr. Montessori, they were not happy with her emphasis on

a sensorial approach to education. Nevertheless, they utilized the Montessori

method as a bridge for constructive accomplishment [16]. In the Montessori

class, learners work hands-on and they actually experience the satisfaction of

accomplishing a given task. In other words, according to Montessori, the hands

play an important role in contributing to the learner’s education [17] [18]. As it

shown in

Figure 4, the teacher is helping the students who are in need. It is

called (ZPD).

8.3. The Role of Needs

The Montessori methodology of learning emphasizes the developmental needs

of learners. One of the most outstanding objectives of Montessori teaching is to

Figure 3. Doing by thinking.

Figure 4. The role of instructor.

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foster competency and a sense of responsibility in the mind of young learners. In

the Montessori classroom, everybody has a role to play. The teacher is commit-

ted to creating clear instructions to prepare pupils for the learning process in a

specific environment. So, students do not need expert teachers to guide them all

the way to achieve success. Role playing is thus an important pedagogical me-

thodology of learning. [19]. The learner’s prerequisite is engagement in a mea-

ningful activity that enriches them physically and intellectually. Researchers

agree that social-historical activity (play) theory can motivate learners to engage

in the class and learn effectively [20]. Studies indicate that the success of the

Montessori methodology is based on respect and individualistic attention given

to the learners. Montessori instructors create an environment that is conducive

for learning and let learners strive for excellence at their own pace. As thus

creating environment that is conducive and encouraging [21]. The Montessori

methodology emphasizes that learners should be given an opportunity to choose

their own material for reading and learning. This personal autonomy helps them

in the problem-solving process [22].

9. Four Crucial Principles of the Montessori Method

Self-Respect

Develop self-respect for the learners.

Take the opportunity to educate yourself.

Respect teachers and adults.

Contribution with good intention.

Develop love for learning.

Be a responsible student.

Consider knowledge as a source of great pleasure.

Appreciate the fact that learners are born with unseen talents.

9.1. Teaching

Cognitive and sensory learning is important.

We should unlock the learner’s mind.

Mental power is critical.

Early childhood education is crucial.

9.2. Theory

Learning is acquired through exploration.

The environment is the key to learning.

Sensory-based learning methods are preferred.

Stimulation of senses is the key to learning.

9.3. Students

They learn stylishly and innovatively.

Each learner is a unique being.

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Learners have freedom of choice.

Each learner learns differently.

Learners have attached values.

10. Critics of Montessori Learning

Although Maria Montessori devoted much of her life to educating children, her

critics argue that her theory of learning has created many problems for learners.

The Montessori approach has been criticized for giving too much freedom to

young learners and leaving them in the classroom without proper supervision.

As a result, children often fight among themselves rather than engage in learning

tasks. Older learners naturally suppress the younger ones for supremacy and

above all for the possession of their favorite toys. In a Montessori classroom,

learners are often not friendly or rule abiding learners. They break every rule to

be the winner in the class.

There is no creativity as well as interaction among the learners [23]. In fact,

the effectiveness of the Montessori theory is not really proven and studies sug-

gest that the measurement of sensory approach to learning outcome is unsatis-

factory [24] [25]. From Dewey’s point of view, the Montessori approach does

not encourage creativity and the classroom is not adequately stimulating. Be-

sides, Montessori’s teaching materials are very expensive and highly specialized;

most parents cannot afford to purchase them for their children to practise at

home. Moreover, the Montessori concept of childevaluationhas been criticized

for being poor and unsystematic. Progress is recorded in report cards, making it

difficult to assess accurately the learners’ success or failure [26]. Eye witnesses

have expressed shock at the way learners are allowed to roam around in a Mon-

tessori compound: “

Everything about it seems a little off

I mean

they got kids

playing out on the playground at all times of the day

And scraping away on

those weird Mexican gourds

What kind of school is that

?”

Kramarczyk asked

“

And the teachers have always got the kids doing these weird little puppet shows

That

’

s gotta tell you something right there

”. But however, the Montessori learn-

ing methodology is still relevant and its socially rich environment is mind blow-

ing [27].

11. Methodology

In this research, qualitative, quantitative and observation methods of data collec-

tion were used. The qualitative method was used to collect and analyze data

while the quantitative method was used to strengthen the qualitative data. The

independent variable in this research was the Montessori method of instruction.

The dependent variables were the learners’ problem-solving skills, critical

thinking skills, and students’ behavioral changes. The instruments used to collect

data were 1) pre-test and post-test, 2) field observation of learners’ facial expres-

sion, satisfaction, and motivation in the classroom, 3) questionnaires, interviews,

and participants’ opinions. One day before the commencement of the experi-

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mentation, the researcher administered a pre-test to evaluate the pupils’ profi-

ciency in mathematics. A post-test was conducted after a lapse of four months

during which the experimental group utilized the Montessori method of learn-

ing mathematics.

12. Results

180 students participated in this study. Based on the interviews, questionnaires

and special pre- and post-tests, the majority of the pupils in the experimental

group were of the view (

interview

) that the Montessori method helped them to

improve their mathematical proficiency, critical thinking skills, problem solving

skills and they were disciplined in the class.

13. Control Group

PRE-TEST:

Students were given a general test about counting, critical thinking and prob-

lem solving. The purpose of the test was to gauge their basic knowledge in ma-

thematics. After the pre-test, they were taught in the traditional manner using a

chapter of the kindergarten syllabus for four months without any intervention.

The following are the test scores in the pre-test:

Final scores combined for all three categories (

mathematical assessment

)

(

critical thinking

problem solving

and discipline

)

Pass Marks

Critical thinking: 30 MARKS N = 20/90 pass (22.3% pass)

Problem solving: 30 MARKS N = 25/90 pass (27.8% pass)

Discipline: 40 MARKS N = 35/90 pass (38.9% pass)

Total: 29.6%

Fail Marks

Critical thinking: 30 MARKS N = 70/90 fail (77.8% fail)

Problem solving: 30 MARKS N = 65/90 fail (72.3% fail)

Discipline: 40 MARKS N = 55/90 fail (61.2% fail)

Total: 72.4%

POST-TEST:

After four months, students were given a post-test that assessed skills in criti-

cal thinking and problem solving. Their discipline in class was also noted. The

following are the post-test scores: Final scores combined for all three Categories

(

mathematical assessment

) (

critical thinking

problem solving and discipline

)

Pass Marks

Critical thinking: 30 MARKS N = 55/90 pass (61.2% pass)

Problem solving: 30 MARKS N = 60/90 pass (66.7% pass)

Discipline: 40 MARKS N = 65/90 pass (72.2% pass)

Total: 66.7%

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Fail Marks

Critical thinking: 30 MARKS N = 35/90 fail (38.9% fail)

Problem solving: 30 MARKS N = 30/90 fail (33.4% fail)

Discipline: 40 MARKS N = 25/90 fail (27.8% fail)

Total: 33.4%

14. Experimental Group

PRE-TEST:

Students were given the same test as that for the control group. Similarly, the

purpose of the test was to assess their basic knowledge in mathematics. The fol-

lowing are the test scores in the pre-test: Final scores combined for all three

Categories: (

mathematical assessment

) (

critical thinking

problem solving and

discipline

)

Pass Marks

Critical thinking: 30 MARKS N = 35/90 pass (38.9% pass)

Problem solving: 30 MARKS N = 35/90 pass (38.9% pass)

Discipline: 40 MARKS N = 20/90 pass (22.3% pass)

Total: 33.6%

Fail Marks

Critical thinking: 30 MARKS N = 55/90 fail (61.2% fail)

Problem solving: 30 MARKS N = 55/90 fail (61.2% fail)

Discipline: 40 MARKS N = 65/90 fail (72.3.% fail)

Total: 64.9%

POST-TEST:

The participants in the control group were taught the same chapter of the

kindergarten syllabus as that used by teachers in the control group. However, the

teachers used the Montessori method for the control group for the same dura-

tion,

i.e

. four months. The following are the test scores in the post-test: Final

scores combined for all three Categories: (

mathematical assessment

) (

critical

thinking

problem solving and discipline

Pass Marks

Critical thinking: 30 MARKS N = 75/90 pass (83.4% pass)

Problem solving: 30 MARKS N = 70/90 pass (77.8% pass)

Discipline: 40 MARKS N = 70/90 pass (77.8% pass)

Total: 79.7%

Fail Marks

Critical thinking: 30 MARKS N = 15/90 fail (16.7% fail)

Problem solving: 30 MARKS N = 20/90 fail (22.3% fail)

Discipline: 40 MARKS N = 20/90 fail (22. 3% fail)

Total: 20.5%

As apparent from the scores of the Post-test for the experimental group, pu-

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pils who utilized the Montessori learning method (79.7% pass/20.5% fail) out-

performed their peers who did not use the Montessori method of learning

(66.7% pass/33.4% fail) in all the three categories (

Table 1) (

critical thinking

problem solving and discipline

15. Hypothesis Testing

15.1. Hypothesis One

Effect of Montessori Learning on Thinking Skills

Instructors who use the Montessori approach view learners’ minds as a locked

playground that must be unlocked to achieve learning outcomes. The results of

the pre-test and post-test in this study indicated that the Montessori method in-

deed helped students to be more alert and improved their critical thinking skills.

Moreover, learners acquired the necessary skills to achieve academic excellence

in mathematics. The improved scores on the thinking skills aspect of the test

validated the hypothesis H

, that learners who utilized the Montessori method

improved their thinking skills.

15.2. Hypothesis Two

Effect of Montessori Learning on Problem-Solving Skills

Based on the Montessori approach, education is not what the teacher gives but is

a natural process spontaneously carried out by the individual, and learning is

acquired not by listening to words but by experiences in carrying out specific

tasks. In the Montessori environment, pupils are challenged with problems so

that they can think for themselves. Once they are given the opportunity to think

critically, new knowledge is created. The improved scores on the problem-solving

skills aspect of the test validated the hypothesis H

, that learners who utilized the

Montessori method increased their problem-solving skills.

15.3. Hypothesis Three

Effect of Montessori Learning on Learners’ Sense of Responsibility and

Discipline in the Class

One of the most outstanding objectives of the Montessori teaching is to foster

competency and a sense of responsibility. In the Montessori classroom, every-

body has a role to play. The teacher is committed to creating clear instructions

and to prepare pupils for the learning environment. Pupils do not need expert

Table 1. Comparison between control and experimental groups.

Control Group: N = 90

Experimental Group: N = 90

Pre-Test

Post-Test

Pre-Test

Post-test

29.6% Pass

72.4% Fail

66.7% Pass

33.4% Fail

33.6% Pass

64.9% Fail

79.7% Pass

20.5% Fail

Significant (48.1%) Over all pass marks

from the Traditional Teaching.

Significant (56.6%) Over all pass marks

from the Montessori Teaching.

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teachers to achieve successful learning. The improved scores on behavioral

change component of the test validated hypothesis H

, that learners who utilized

the Montessori method improved their behavior in the classroom.

16. Discussion and Conclusion

Regardless of very harsh criticism of the Montessori method of teaching and

learning, Montessori kindergartens have continued to enjoy considerable popu-

larity worldwide. The Montessori approach is simply that children learn in a

unique way, distinct from the way adults learn. Instructors should not ignore the

absorbent minds of these unique individuals. Much importance is placed on

sensory learning as an effective and efficient means of educating children. Edu-

cators cannot ignore Montessori’s spontaneity in the classroom. However, the

Montessori concept of learning has not offered yet a harmonious learning con-

dition for our learners. When young learners are left without adequate supervi-

sion for a long time, they might be exposed to the existing environmental dan-

ger. Hence, there is still room for improvement.

17. Future Study

This research explored the important role played by the Montessori approach to

teaching and learning mathematics at kindergarten level. Similar investigations

are needed using learners from different academic years to investigate the bene-

ficial effects of the Montessori method in the classroom. More rigorous studies

are needed to investigate other effects of the Montessori method on primary

school children to find out how sensory-based teaching method can help im-

prove critical thinking skills, problem solving skills and inculcate responsible

behavior in the classroom.

Figure 5 and Figure 6 below show the educational

instruments used to teach young children.

18. Limitations of the Study

This research investigated the effectiveness of the Montessori method of instruc-

tion at kindergarten level. Hence, the findings cannot be generalized to other age

groups. More in-depth studies should be conducted to examine how the

Figure 5. Montessori instruments.

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Figure 6. Montessori instruments.

Figure 7. Thinking skill.

Montessori method of teaching can be exploited for learning not only mathe-

matics, but also other subjects such as science. This experimentation was carried

out only for a period of four months with a total of 180 participants. A longer

study period with a larger sample would yield more conclusive results.

Figure 7

indicates the importance of thinking in learning mathematics and problem

solving in the class.

Acknowledgements

Many thanks and appreciations to the kindergarten (

TadikaBestari Al-Hidayah)

located in Bandar Seri Damansara, Malaysia for creating the experimental envi-

ronment.

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