How Montessori pedagogical materials develop independent learning in mathematics
Children exhibit curiosity to explore, count, and comprehend the world around them. The Montessori materials assist the teacher in unleashing the curiosity in the child to learn through implementing concrete experiences related to mathematical concepts that were previously abstract to the children.
Mathematical understanding grows from concrete experiences
In early childhood, exploration was the most efficient method in learning for children. Math is not only about numbers or symbols; it is rooted in real-world activities such as classifying, comparing, measuring, and identifying patterns (Thiel & Perry 2018, 463-465). The Montessori method takes full advantage of the child’s early receptiveness to order and quantity to offer pedagogical materials designed to express meaning in concrete terms (Ogbemudia et al. 2024).
For example, the number rods help children in understanding and recognizing the difference between the numbers one to ten because the golden beads represent units, tens, hundreds, and thousands in pictorial form. The repeated handling of these tools supports children in transitioning from concrete to advanced thinking because they learn based on understanding and not on memory.
Montessori method believed that children possess in them the internal urge to learn and correct themselves by themselves. Through interactive learning materials, children can take control of the learning process in their own way. Such internal motivation leads to logical thinking and solving problems (Ogbemudia et al. 2024).
Independence is the heart of Montessori mathematics
Another important aspect of the Montessori teaching approach is the promotion of autonomy (Moss & Wheeler 2024, 40-41). This aspect can also be observed in mathematical materials. They all have control of error built in. This enables the children to recognize errors and correct them on their own. For example, if the rods corresponding to the numbers are laid in the wrong order, the discrepancies will clearly show in the visual order.
This aspect enables the children to build confidence in their capacity to think, reason, and decide. They are not told whether their answers are correct or incorrect. They find the answers out for themselves. This type of learning enables the development of the attributes of curiosity and perseverance. These are elements that go beyond mathematical calculations.
The role of the educator changes from instructor to facilitator and observer. Rather than answering questions directly, teachers create a scenario that nurtures curiosity and assists when needed. This understanding and trusting attitude enable children to become accountable for their educational journey. This reflects the ideals of Finnish early education as well (Finnish national agency for education 2022).
Why Montessori materials matter in modern ECEC
In many environments of early education today, the teaching of mathematical concepts can still involve significantly the use of abstract presentation or worksheets. However, the Montessori method makes the children see, touch, and feel the relationship before understanding the concept.
Apparatus like bead chains, number rods, and segmentation blocks enable the incorporation of mathematical patterns into the mind of the children. They are used to build the numbers physically and perform the activities of addition or subtraction long before the mathematical symbols are introduced. Such activities improve the memory and concentration of the children.
Moreover, the Montessori materials support inclusive education. This means that children from diverse backgrounds can use the materials. This can include children from different educational ability levels as well as children from diverse language backgrounds (Lillard 2017). This will greatly assist the children in their development.
This welcoming and respectful learning context reflects the principles Finland has for ECEC, focusing on equity, involvement, and child-oriented educational emphasis (Finnish national agency for education 2022). From my guidebook perspective, teachers can incorporate Montessori approaches to existing early education structures while maintaining the country’s curriculum targets.
Encouraging adaptation beyond Finland
Even though the context of development work involved Finland, the results apply to many educational environments for the early years. Most preschools today are more teacher-directed than the present educational model used at Bright Futures. Introducing more Montessori-style classrooms, especially concerning concepts related to math, can bring about educational reform in more interactive and self-directed forms (Namukasa & Aryee 2021, 2-3).
Instead of teaching activities, teachers can inspire kids to really develop curiosity and confidence in problem-solving through hands-on activities. This implementation of the Montessori approach doesn’t involve a radical modification in the curriculum. Just think about how adding self-correcting materials or more time for solitary activities can already generate huge differences.
This method also encourages the communities and families to appreciate the hands-on form of learning. Finally, the Montessori approach provides a universal solution that works in line with cultural differences and promotes the organic development of the passion for learning among the kids.
Bringing theory into practice through the guidebook
The output of the development thesis has been a guidebook, the aim of which is to assist early childhood educators in applying Montessori mathematical materials in their everyday educational practices. This approach connects theoretical knowledge with practical application in the educational context at the level of early childhood.
All the activities described in the guidebook are equipped with learning goals for the kids, materials required for the activities, the procedure involved in the activities, and how the activities can be adapted depending on the ability and interest of the kids. For example, the activity focuses on tracing and familiarizing the kids with the figures using the sandpaper numerals as the kids relate the figures to the language used. Another activity involves the kids and the spindle box.
Another purpose covered in the handbook is the role of the educator when it comes to observation. Through the keen observation of how children respond to the materials, the teacher can establish the developmental stages of the children as well as recognize their areas of interest and readiness (Wortham & Hardin 2020, 8).
This maturity test article is based on the thesis “ Montessori pedagogical materials to support the development of mathematical skills in earl childhood education” by Yureshini Shashikala, Amritha Abilashini, and Kiran Drall, Turku University of Applied Sciences, 2025, available at https://urn.fi/URN:NBN:fi:amk-2025102226270
References
Lillard, A.S., Heise, M.J., Richey, E.M., Tong, X., Hart, A. and Bray, P.M. 2017. Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study. Frontiers in Psychology, Vol. 8 . https://doi.org/10.3389/fpsyg.2017.01783.
Moss, J. and Wheeler, T. 2024. Beliefs about Autonomy Support and Control in the Classroom. Journal of Montessori Research, Vol 10, No 2. https://doi.org/10.17161/jomr.v10i2.20260.
Namukasa, I.K. and Aryee, K.L. 2021. Pedagogical Knowledge for Teaching Mathematics in Montessori Schools. International Electronic Journal of Mathematics Education, Vol16, No 3. https://doi.org/10.29333/iejme/11005.
Ogbemudia, I.M., Alasa, V.M. and Ikenyiri, J.C. 2024. The Montessori pedagogy. A Multi-Sensory Approach to Childhood Education. Journal Pendidikan Abad Ke. Vol 2. No 2, 53–65. https://doi.org/10.53889/jpak.v2i2.505.
The Finnish National Agency for Education. 2022. National Agency for Education. 2022. National core curriculum for early childhood education and care. Accessed on 2.5.2025. https://www.oph.fi/sites/default/files/documents/Varhaiskasvatussu unnitelman%20perusteet%_EN_final_23%20.pdf.
Thiel, O. & Perry, B. 2018. Innovative approaches in early childhood mathematics, European Early Childhood Education Research Journal, Vol. 26. N0 4,463–468. https://doi.org/10.1080/1350293X.2018.1489173.
Wortham, S.C. and Hardin, B.J. 2020. Assessment in early childhood education. 8th ed. Boston: Pearson.
