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            The Montessori materials not only support but enrich the Saskatchewan curriculum.  The use of concrete and symbolic materials with built-in error control develops sound mathematical skills and leads children to make their own abstractions.

            As elsewhere in Montessori education, experience with tangible materials comes first, then the naming, then symbolic representation or written symbol.  After each of these elements is studied in turn, they are associated with one another.  In the Montessori mathematics curriculum, this sequence is referred to as quantity, symbol and association.

            Many of the materials used in the Casa are also present in the Elementary classroom and hands on use continues as each new process is presented with the materials so that the children proceed from sensorial experience to abstraction in a series of steps carefully constructed so that they are able to make their own discoveries and abstractions.  As a result, the children are provided with an internalized understanding as well as great pleasure in their understanding of mathematics.


            Learning geometry in a Montessori environment parallels the historical development of the subject.  Geometry begins as a concrete experience with abstraction following at a later date.  The Montessori student follows the same sequence, beginning with sensorial experience through manipulation of both plane and solid geometric figures.  The geometry materials invite creative activity that involves two and three dimensional construction of forms, artistic drawings and ornamentation.

            As much geometric nomenclature is used as the child is able to assimilate, so that the child will have information and vocabulary at this or her command when at the stage of exploring "how" and "why".  If an Elementary child had had no previous Montessori experience, the sensorial experience in geometry is made available to that child as soon as possible in the Elementary classroom.