Montessori approaches to teaching probability concepts to preschool children

Background and Objectives: This study studies Montessori approaches to teach basic concepts of probability to preschoolers. Teaching early probability concepts to children has always been challenging. Previous studies have focused more on the use of digital tools. Therefore, the use of tangible materials in teaching probability to children has been less studied. The aim of this study is to design practical and game-like activities inspired by Montessori's philosophy. Method: The research method is a combination of library, descriptive, theoretical design, and exploratory study methods with qualitative data collection through observation and interviews. Through interaction with natural materials with cultural context, we link the cultural dimension to teaching the basic concepts of probability for the first time. To evaluate the effectiveness of the activities, a pilot study was conducted with the participation of 15 four to six year old children from a preschool in Tehran, who were selected through purposive sampling. Findings: The findings of this study show that complex concepts such as probability can be taught from the preschool years, without relying on abstract formulas. Applying Montessori principles, respecting the child's independence, a rich sensory environment, and integrating with nature are important foundations of these activities. Conclusion: The proposed activities provide a practical framework for educators to teach the basic concepts of probability to children at low cost and by localizing the activities. It is recommended that a long-term study be conducted on the impact of these activities on mathematics performance in the early years of elementary school.