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This has happened in a natural way meaning that even though we are taught math’s in pre-school onwards, we already have the knowledge but it has to be stimulated. The children develop ethics and imagination which is based on the reality they know. They acquire knowledge and information effortlessly because of their innate passion for learning. They learn through discovery and creative problem solving. It is through a child’s own exploration, imagination and creativity that knowledge and concepts are understood and

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Montessori said, “Our aim is not only to make the child understand, and still less to force him to memorize, but to touch his imagination so as to enthuse him to his innermost core.” In accordance with the well-established principle of carrying on from what the child already knows to learning something knew, each of the exercises begin with something the child is familiar with and has worked with before. The child will have already worked with the golden bead material in the three to six age group but during that time the children worked with the “bank” which was a group presentation. Now each child will start the six to nine maths with the first section which is Individual work with the golden bead material. Going through each section the teacher will have prepared sums which start from simple to complex. From this the child will work with a variety of materials until they then reach the abacus which is in section four. Multiples and factors were also introduced to the children at a younger age in a concrete way which is kept separately so that they child does not become confused by them. They are then introduced again simultaneously, and the children can now become aware of patterns in number because of the coloured beads which are used. Finally, we should keep in mind that the aim of work in math and geometry within the Montessori classroom is not simplify the success of skills, it is to help keep the order and beauty of mathematics and the development of the