The Montessori mathematics program began with Dr. Montessori's observation that children need manipulatives -objects they can handle, see and touch to learn mathematical concepts. If introduced to a math concept with physical objects the child can understand and move toward a more mathematical abstract level. The use of actual objects tends to decrease the time for a child to grasp a particular mathematical concept. For example, at the 3-6 year old level, a child works on the Seguin Board (there are two boards - one that helps the child learn their teen numbers (11 - 19) and one that assists the child in learning numbers 11 - 99). The boards have movable parts and the golden beads that are used to show quantity (how many) and symbol (number). Dr. Montessori incorporated her ideas and those of others to create a comprehensive, hands-on math approach that is now copied by many (non-Montessori) public school systems. The Montessori math program can be thought of in terms of numeration, operations, and facts.

What can you do at home to assist your child in learning math concepts? Following are some suggestions for how you can incorporate numeration, operations, and fact work into your daily life.

Math Maze: Create a math maze in a room, a yard, or throughout the home by placing different items and different quantities in different locations for your child to follow. Depending on your child's ability the quantities may be small or large. First, gather your maze items (Legos, dominoes, dice, food, stuffed animals…). Then, determine a starting point. Place your first item and quantity at the START. For example, for a very young child that you are trying to help learn a number sequence (1, 2, 3, 4…) place one item at the START. A few steps away, place 2 of your next item and quantity, etc. For a young child you may want to lay a rope or string on the floor as a guide.

Ordinal Houses: Draw several houses in a row. Do not add detail to the house, just the basic shape (your child may be able to do this step). Ask your child to draw a door on the first house, two windows on the third house, a chimney on the second house, a potted plant on the first house… This activity can continue for as long as it interests your child and time allows. The activity not only helps your child learn ordinal numbers (first, second, third…) it also helps them learn to follow directions and work on numeration (draw two windows). This is an especially good car activity or when you are waiting (doctor office, public place…) as it only requires paper and pencil.

Coin Crazy: At the end of each day, give your child the coins from your pocket/purse. Ask your child to identify the coins. For each correctly identified coin, your child can keep the coin. Start by identifying each coin for your child. You may want to start with heads only and when heads are mastered, move to coin backs (Say, "Pick up all the coins that are heads up and identify." This activity would need to be carefully monitored with a young child who may put the coins in their mouth. As an extension to this activity, you may want to work with your child on what to do with their money (save it for college or spending, tithe, put some away for a big item they want…).

Ingrid Weland, Montessori Matters, March 2006.