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<p>Early mathematics education plays a pivotal role in children's cognitive development, shaping their thinking capabilities through various educational philosophies and teaching approaches. In the Chinese educational context, the encounter between different educational systems creates new opportunities for enhancing early childhood mathematics education. This study aims to compare the similarities and differences between Montessori and Chinese kindergarten mathematics education across six key dimensions—philosophical foundations, educational objectives, curriculum design, materials utilization, teacher roles, and instructional methods—in order to identify the complementary strengths of both educational models. While both approaches emphasize hands-on, concrete-to-abstract learning progressions, they diverge significantly in their orientations toward individualization versus collectivism, curricular flexibility, and the degree of teacher guidance. An integrated approach based on the complementary strengths of both models is proposed to enhance early childhood mathematics education practice.</p>

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A Comparative Review of Montessori and Chinese Preschools in Early Mathematics Education in China

  • 期刊论文

  • 发表日期：

    2026年4月7日

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  • Min Wu,
  • Julia Ai Cheng Lee

摘要

Early mathematics education plays a pivotal role in children's cognitive development, shaping their thinking capabilities through various educational philosophies and teaching approaches. In the Chinese educational context, the encounter between different educational systems creates new opportunities for enhancing early childhood mathematics education. This study aims to compare the similarities and differences between Montessori and Chinese kindergarten mathematics education across six key dimensions—philosophical foundations, educational objectives, curriculum design, materials utilization, teacher roles, and instructional methods—in order to identify the complementary strengths of both educational models. While both approaches emphasize hands-on, concrete-to-abstract learning progressions, they diverge significantly in their orientations toward individualization versus collectivism, curricular flexibility, and the degree of teacher guidance. An integrated approach based on the complementary strengths of both models is proposed to enhance early childhood mathematics education practice.