Matematik Öğretiminde Montessori Temelli Öğrenme Yaklaşımının Matematik Yeteneğine Ve Yaratıcı Düşünmeye Etkisi

Abstract

This paper investigated the effect of a Montessori-based teaching model on children's mathematical abilities and creative thinking skills in mathematics. The study adopted an exploratory sequential design, a mixed research model in which quantitative data are supported by qualitative data. The sample consisted of 43 students from a primary school in the Fındıklı district of Rize province in the 2020-2021 academic year. Data were collected using the Torrance Test of Creative Thinking (TTCT) adapted to Turkish by Aslan (2001), the Test of Early Mathematics Ability (TEMA-3) adapted to Turkish by Erdoğan (2006), and a student semi-structured interview form developed by the researcher. Data were analyzed using the Statistical Package for Social Sciences (SPSS, IBM, v.23) and Nvivo 11. The Mann-Whitney U Test, Wilcoxon Signed Rank Test, and Spearman correlation coefficient were used for analysis. The results showed that the Montessori-based mathematics teaching model significantly affected participants' mathematical abilities and creative thinking skills. There was a relationship between mathematics abilities and creative thinking skills after the Montessori-based mathematics curriculum. Participants stated that the Montessori-based model allowed them to move freely, make individual choices, collaborate, and work individually. Keywords: Mathematics, Primary School, Montessori, Creative Thinking Skill, Early Mathematical Ability.