@article{sackett_lines_2014,
	title = {"{The} {Lines} {That} {Make} the {Clouds}": {The} {Essence} of the {Mathematical} {Mind} in the {First} {Six} {Years} of {Life}},
	volume = {39},
	issn = {1522-9734},
	url = {https://eric.ed.gov/?id=EJ1183197},
	abstract = {Ginny Sackett lists many of the universal attributes of the absorbent mind--pattern recognition, order, incarnation, the rules for language, and numeracy. Her essay borders on the metaphysical as it suggests that the mathematical mind is really a non-entity and is responsible for all aspects of knowledge acquisition regardless of the discipline of the inclusion of mathematics. The end of the first plane is characterized by a "third embryonic" period, which is the formation of character and society and adds to the purpose of the mathematical mind. The mathematical context is mentioned around everyday applications, but when coming back to the theory in "Psychogeometry," the principles of the mathematical mind belong to all of Montessori pedagogy, as logical, connected, and propelling spontaneous exploration. [This talk was presented at the NAMTA double theme conference titled "The Essential Montessori Mathematics and Strengthening the Montessori Culture: Public and Private Sectors," (Milwaukee, WI, Oct 27-30, 2011).]},
	language = {eng},
	number = {2},
	journal = {NAMTA Journal},
	author = {Sackett, Ginni},
	year = {2014},
	keywords = {Child Development, Cognitive Processes, Early Childhood Education, Learning Theories, Mathematics Education, Mathematics Skills, Montessori Method, Numeracy},
	pages = {197--215}
}

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