Meanwhile, following Piaget and Montessori principles, Pound emphasized that effective teaching of mathematics among young children requires that the teaching be done in a playful manner, in a way that the teacher has enthusiasm and in a way that the learning, teaching, or knowledge is connected with the everyday experiences of children (105). Pound stressed that if the mathematics teacher is bored, then his or her students will also be bored. At the same time, however, Pound emphasized that rich learning experience should not be equated to mere games, songs, and rhymes because they are not replacements for real life experience (106). In other words, Pound emphasized the need to connect the teaching of mathematics with real life experiences and to introduce students to new real life and problem-solving experiences as part of an approach in teaching mathematics in the Montessori way. In effect, Pound's remark echoed what Maria Montessori recommended on page 255 of her book, The Absorbent Mind. On the page, Maria Montessori pointed out that the task of an educator is to "teach the teacher where he or she intervened needlessly". Piaget's Theory of the Development of Logico-Mathematical Thought.
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