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ERIC Number: EJ1161325
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2378-3923
EISSN: N/A
Longitudinal Comparison of Place-Value and Arithmetic Knowledge in Montessori and Non-Montessori Students
Laski, Elida V.; Vasilyeva, Marina; Schiffman, Joanna
Journal of Montessori Research, v2 n1 p1-15 Spr 2016
Understanding of base 10 and place value are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014; Fuson, 1990; Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use among children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (n = 53) two years later, when the children were in second and third grades. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, no program differences were seen in place-value understanding in second and third grades. Although Montessori children used different strategies to obtain answers to addition problems in second and third grades as compared with non-Montessori children, no program differences in addition accuracy were found at any grade level. Educational implications are discussed.
American Montessori Society. 116 East 16th Street, New York, NY 10003. Web site: https://journals.ku.edu/jmr
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A