Mathematic Rationale

Nicole Rousey
Summer 2014

Mathematics is an important part of everyone's life, we use math every single day. The
childs work is to fashion a man in the fullness of his strength. By the time the adult exists, the
child has vanished. So the whole life of the child is an advance towards perfection, towards a
greater completenessNo one can do for the child, the work that he has to do, to build the man
he is making. The child enjoys doing the work needed to complete himself. His life is one in
which work the doing of ones duty, begets joy and happiness. (Press, 1998, v. 1). Unlike
language or practical life, math is something that does not change from culture to culture. We can
all understand what a number is when we see it. Since the mathematical mind starts at the young
age of four we need to enrich it in every way possible. One would begin teaching children with
very concrete ideas and then venture or move into more abstract concepts. If a child begins to
struggle while trying to use mathematical concepts they can be moved back into the sensorial
and practical life areas of the classroom and concentrate on lessons that will help them with more
order and concentration. Short cuts cannot be taught but must be discovered through
explorations by the child. (Sacredote, 1998).
Practical life is the first step in math for a child. Using math one must be able to create a
pattern or complete sequential tasks. There is a process for everything and a child needs to be
able to set the process up in order to succeed. The child cannot use all the things that an adult
does so it is necessary to prepare an environment for the child himself. (Press, 1989, v.1)
Sensorial is another important area that we look at when preparing a child for math. Children
will look at the math materials are remember some of them are very similar to things they have
mastered in Sensorial. This theory is showing how we move from concrete to abstract, we take
what the child knows and is comfortable with and move to more abstract and teach new things
and bring in new ideas.

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There are six important areas in math these include:

1. Beginning Counting - Children are being introduced to math in this area. They will begin
associating the names of numbers 1 through 10 and begin preparing for more complex
lessons. The understanding of numbers and quantities begin here, as well as, counting.
I believe that this is a very important part of math, it invites the child to begin seeing and
understanding what a number is, the child can physically touch a certain number of items
and see the number or symbol that goes along with it. Numbers are the conventional
symbols used by a group of men in order to indicate quantities, in which the symbols
have certain names. They have no value by themselves. (Press, 1989, v. 2). Another
brilliant point made is explaining that math is impossible to do without. To go from
nothing to something, is creation. (Press, 1989, v. 2).
2. Decimal System - In this area we introduce and work with units, tens, hundreds and
thousands, working from right to left, preparation for addition, subtraction, multiplication
and division, giving a quantity to a symbol. The decimal system in its static function,
enables the child to see the different hierarchies of the different categories. (Press, 1989,
v. 2). This is a visual help that each number has a certain place or place value. When the
child has understood the quantities and the symbols, he begins to want to know the names
of the numbers. (Press, 1989, v. 2).
3. Advanced Counting - Multiple digit numbers begin to have a deeper meaning in
advanced counting. Counting to one hundred by ones and tens, counting to one thousand,
skip counting, and geometry are all great things that are learned here. Children are
introduced to multiplication by skip counting and learn how many sides different
polygons have and how they can create those shapes on their own. For when a number is
named it exists as an object, a unity in itself. (Montessori, 1914). This gives more proof

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that when we identify a number we can picture how many of something it is, we are
making that association.
4. Operations to the Decimal System Quantities can be dealt with in four ways
additions, subtraction, multiplication and division. (Press, 1989, v. 2). In this area of
math children are multiplying and dividing, this is amazing it be happening at this age,
because in a traditional classroom it does not come for several more years. The first
thing that the decimal system does is to distinguish the hierarchies. We put all the
hundreds together, all the tens together and all the units together. (Press, 1989, v. 2). We
teach children that multiplication is a lot like addition because we are adding in groups.
Subtraction is not very different from division because we are giving away what we have
an equal number of times. Using the actual numbers that are the two different sizes, a
large set and a small set really help children see where the numbers are being distributed.
5. Memorization Children will begin to know the operations in their head without having
to use tactile devises to help them. Strip boards, snake game with beads, and chards are
all tools used in this area. Children will stick with these boards until they can visual see
them within their brain. They will not need to count using their fingers because they will
remember skip counting, using the snake and using the different charts.
6. Abstraction Not a lot of children will make it to this area of the classroom within their
years in a primary classroom, not because they are incapable but because there is simply
so much learning taking place in the other five areas of math and in the other five areas of
the classroom.
Again, Dr. Montessori has a plan for every stage of a childs growth through learning.
Montessori developed most of the materials currently in the preschool room for the elementary
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class. Montessori discovered it was children of 4 years who choose to work with the materials
while the older children where indifferent. (Sacerdote, 1998). Younger children watch older
children and they strive to do the beautiful work that they can complete, but the older children do
not enjoy stepping down and completing work that they younger children are doing. It is
embarrassing for them to just be working on work that babies or little kids do because they are
big kids; although, the older children love to get to help a younger child with their work when
they are struggling.
Personally I believe that math is an ongoing process that never ends. These are steps and
procedures be learn to use and will continue to use. That is not a single person that does not use
math on a daily basis, no matter your career path, math will be used. I think it is important for
children to be excited about learning and how to make each procedure work. What is of
importance is not the answer but its function. (Press, 1989, v. 2). Meaning that as long as the
child understands each step, getting the correct answer is not important. We can find where the
mistake occurred if the correct steps were taken. Math is something everyone values differently
but everyone knows how important it is if they truly stop and think.

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References

Press, K. (1998) Creative Development In The Child, volume one, Kalakshetra Publications
Press, K. (1998) Creative Development In The Child, volume two, Kalakshetra Publications
Montessori, M. (1914). Dr. Montessori's Own Handbook. New York: Frederic A. Stokes
Company.
Sacerdote, C.M. (1998). Mathematics. Association Montessori Internationale. Hartford, CT

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