View from the Pennines: Montessori Mathematics

The progress of Besicovich's education was interrupted by my wife's pregnancy. As a result, Besicovich is unable to complete tasks which most dogs nd straightforward. She knows how to fetch, but has never mastered the art of letting go of the object thrown for her; she knows how to sit when asked, but the sit quickly turns into a slouch. On the other hand, she reacts furiously to the kestrel sitting on the telephone wires and the fox which visits regularly at about three o'clock in the morning. As a border collie she takes a keen interest in the sheep which wander on the moors above our house. These reactions were never taught to her, indeed they have been actively discouraged, but they show the degree to which animal behaviour is preprogrammed. Human behaviour seems to be preprogrammed for exibility, which means that learning becomes a vital part of development. My fatherin-law recognized this when he suggested that we `train the twins better than you trained that dog'. There are many schools of thought about how best to impart knowledge (or what knowledge to impart and when). For better and for worse, more of these are available with state support than before. As a result of pre-school vouchers the twins have had an early education based on the work of Maria Montessori. A Montessori education recognizes children as individuals who may need to develop di erent skills at di erent times, but who all have an internal drive to learn. It is based on a respect for the child, but also engenders a respect for other children and the environment within which they work. Classes are not taught, but ideas and skills are presented. There is an emphasis on practical dexterity and independence (e.g. the pencil grip, the act of pouring). A pre-school classroom, aimed at under sixes, is meticulously laid out { respect again { and there are ve di erent regions of activity for children to choose between: practical life, language, sensorial learning, mathematics and culture (science, geography, art,...). Within each region activities are laid out on shelves at child height, and children are expected to explore the activities which develop themes moving from left to right within