Oak Farm Montessori
Unlocking the Beauty of Mathematics in Montessori
Education
Mathematics is often thought of as a subject of numbers, formulas, and calculations. However, in a Montessori classroom, math is much more than that—it is a journey of discovery, a way of thinking, and a tool for understanding the world. Through a carefully designed, hands-on approach, students at Oak Farm Montessori School build a deep and meaningful relationship with math that extends beyond the classroom.
Montessori math is introduced in three distinct stages: sensorial, concrete, and abstract.
From an early age, children engage with mathematical concepts through sensorial experiences. They use materials such as number rods, sandpaper numerals, and spindle boxes to physically see, touch, and manipulate numbers. This hands-on approach allows them to build a strong foundational understanding before moving into more complex concepts.
Concrete Learning
As students progress, they work with materials such as the golden bead system and the stamp game, which help them visualize mathematical operations. They physically experience addition, subtraction, multiplication, and division before moving toward memorization and mental calculations.
Abstract Thinking
Once students have developed a strong concrete understanding, they naturally transition to abstract reasoning. This stage includes working with numbers and equations on paper, solving problems mentally, and applying mathematical reasoning to real-world situations. By this stage, students have gained confidence and fluency in mathematics, setting them up for lifelong success.
One of the most remarkable aspects of Montessori math is that students are encouraged to move at their own pace. Every child has a unique learning style, and Montessori educators honor this by providing individualized instruction. This approach allows children to progress when they are truly ready, fostering both confidence and a love for learning rather than frustration or fear of falling behind.
Additionally, math in Montessori is not confined to a single subject area, it is integrated throughout the curriculum. Whether measuring
ingredients in a cooking lesson, studying geometry through art, or calculating data in a science experiment, students see math as a practical and relevant tool in their everyday lives. This cross-disciplinary approach reinforces mathematical thinking in a way that feels natural and meaningful.
At Oak Farm, we believe that math is not just about numbers—it is about problem-solving, critical thinking, and seeing patterns in the world around us. By providing a structured yet flexible learning environment, we help students develop a deep, intuitive understanding of mathematics, preparing them for academic success and beyond.
As we focus on the theme of Mathematics this month, I invite you to observe how your child interacts with numbers in their daily life. Whether they are counting, measuring, or simply making sense of patterns, they are building a foundation that will serve them well into the future.
HEAD OF SCHOOL
Montessori Math at the Infant/ Toddler Level
Nefy Hathaway, Toddler 2 Teacher
Montessori math is an educational approach that emphasizes hands on learning and self-directed exploration. This method is structured to move from concrete experiences to abstract reasoning, ensuring that children develop a comprehensive understanding of mathematical principles. Maria Montessori believed that early exposure to mathematics allows the young child to form positive associations with numbers that can last throughout their lifetime. This time of introduction takes place during the “absorbent mind,” a period from birth to age 6. She also believed that mathematics is a core foundation of human intelligence and should be offered to the youngest of children in a clear, accessible way.
The term “mathematical mind” is an innate drive to understand one’s environment. A child’s mind is full of energy that propels them to touch, absorb, manipulate, classify, order, sequence, and repeat. These tendencies help a child to acquire a greater depth of mathematical knowledge. The Montessori Math curriculum is designed to meet all academic learning styles and abilities. Children progress at their own pace, allowing for an individualized learning experience that caters to one’s unique needs and interests.
At every level repetition until mastery is the key to solidifying knowledge and developing confidence. The Montessori materials are designed to allow the child to approach a concept in different ways and perspectives. The young child begins developing their understanding of abstract mathematical concepts by using hands-on concrete learning sensorial materials. By using these materials, the child is then able to understand the concept of “large vs small” and “long vs short.” These ideas lay the foundation for later use of the bead materials at the Primary level. For example, when adding the bead bars together, they become longer and greater in quantity. The process of introducing a quantity, then a symbol, and finally a quantity with the symbol is how the child is able to fully understand abstract concepts while using concrete materials.
At the Infant and Toddler levels, children begin by exploring materials such as balls, blocks, Legos, nesting dolls, knobbed cylinders, and many other materials that differentiate by shape, color, size, and pattern. Rote counting is heard daily through rhythmic songs and books. As the young child’s mind expands its mathematical knowledge, new lessons using concrete materials such as object counting, numeral recognition, and one-to-one correspondence counting are given. By engaging with interactive materials and real-world applications, young children develop a positive attitude, a lifelong appreciation for the subject, and an “I get to” mentality. Math is then viewed as an enjoyable and integral part of a young child’s daily life.
Size, shape, and patterns
• Stacking blocks or connecting Legos all one size then largest to smallest
• Matching/sorting materials by size, shape, and/or color
• Tonging large, medium, small pompoms or other objects of different sizes, shapes and/or colors
• Nesting boxes/dolls/puzzles
• Create your own basket of multiple objects that differentiate in size, shape, and color
Rote counting - ability to count verbally (first forward, then backwards)
• Counting out loud to and with your child 1-5, then 1-10
• Sing while counting 1-8 up a scale, make up a counting song, sing familiar songs such as: 1, 2 buckle my shoe, 5 green speckled frogs and 5 little monkeys
Object counting
• Count objects 1-5 (Ex: nature items on a nature walk, carrots your dinner plate, cars parked at the restaurant)
• Count objects 1-10
• Count objects 1-15
• Roll the die (extension - add a color wheel, I-Spy 2 pink objects)
Recognizing numerals
• Introduce numerals one at a time beginning with 1, then working your way up to 9 as mastery is shown (refrigerator magnets, post it notes, flash cards, sand paper numerals).
• Introduce the numeral 0 – which simply means “nothing” or the “empty set.”
• This concept is learned after a child develops the understanding of a quantity. Jump 2 times, then jump 0 times.
• Lay out bowls with objects that are different in quantities, including an empty bowl for “zero.”
Share that you are wearing 3 pieces of clothing that are purple and 0 pieces of clothing that are orange.
• Turn numerals facing down then knock on them (Knock-knock numerals 0-9/I-spy numerals).
One-to-one correspondence
• Numerals with objects activities 1-3
• Numerals with objects activities 0-5
• Numerals with object activities 0-9
The Sensorial World of the Primary Student
Devon Diaz-Crouse, Primary 4 Teacher
A child’s brain is seeking predictability, exactness, and concreteness to make sense of the world around them. They use logic and reasoning at a very early age to understand and piece things together to make connections with prior knowledge to build, learn and grow. Children in the 3-6 year old Primary Montessori classroom are experiencing a sensitive period for concrete tools of precision specifically for measuring and counting exactness. This began sensorially for them and they soon can make the math concepts more abstract with symbols and arithmetic operations. A Montessori classroom is a perfectly prepared environment where the child can choose the activity that will support and enhance their desire and need for this order in their brain. The teacher serves as the guide and must know when to step away and let the child discover his learning on his own.
One of the very first lessons the children receive in the Mathematics area of the classroom is the introduction to numeration. They must learn what the symbols for the numbers are and the one to one correspondence of the quantity that matches the symbol. Number rods are a great introduction lesson as it is very sensorial. The shorter the rod, the smaller the number. The children will count up to 10 using these materials. Once the children have mastered the numbers 1-10 they are ready for the introduction to the decimal system using the golden beads and the decimal cards. The golden beads are a beautiful representation of quantities that the children will work with for years to come. It is a wonderful, concrete presentation where the children are touching and feeling the weight of the numerals. One unit bead is tiny and weighs practically nothing. The children must be very careful as they move the piece and pick it up with their delicate index finger and thumb as they are made of glass. They will notice how the unit beads are the exact same size and they line up just perfectly with the ten bar if they place 10 units side by side. The ten bar can then be placed on top of the hundred square and the child can really get an idea of what the numbers represent. When they hold the one thousand cube and feel how heavy it is, they can appreciate how much more it is than the very light unit bead. After the decimal system will come advanced linear counting, the teens board, the tens board, and the hundred board. A focal point in the Montessori classroom is always the hanging bead cabinet. It is beautiful and perfect and the children are drawn to it from the first day in the classroom. “We have called this material “the material of beads.” Numbers are represented in it in their natural order from one to ten by sticks, or rods, made up of beads of colored glass. Each number has a distinctive color. When playing with this material, a child forms a visual image of the arrangement of the objects and can thus remember their quantity and order.” (Montessori, 1967, p.276) Children will spend much time and use deep concentration to learn to count the short and long bead chains and place the corresponding number symbol next to the correct quantity of beads. As the child learns to count larger numbers, we will move them into operations with the golden beads and the stamp game.
In the Primary classroom, the aim is for the children to learn to read the number symbols, count and begin to do simple arithmetic with small and large quantities by touching, feeling, and manipulating it concretely so that when they do reach the higher levels in Mathematics they will be able to grasp the number concepts more abstractly.
Exploring Math the Montessori Way In the Lower Elementary Environment
A Journey Through Concrete Materials and Daily Living Skills
Debbie Kovets, LE2 Teacher
In the vibrant world of the lower elementary classrooms, young learners embark on an exciting journey to discover the wonders of mathematics. Here, math is not just a subject; it’s an adventure filled with hands-on experiences and real-world applications that ignite curiosity and foster a deep understanding of mathematical concepts.
At the heart of the Montessori approach is the use of concrete materials. These tactile tools allow students to physically manipulate objects, making abstract math concepts more accessible and understandable. For instance, children might use colorful beads bars to explore the basics of addition and subtraction, or plastic fraction circles to grasp the concept of parts and wholes. These materials provide a visual and kinesthetic learning experience, helping students internalize mathematical ideas in a meaningful way.
Incorporating daily living skills into the curriculum is another hallmark of the Montessori method. Students engage in activities that seamlessly integrate math into everyday life. Whether it’s measuring ingredients for a recipe, counting change during a classroom activity, or reading the time on an analog clock, these practical experiences reinforce math skills and demonstrate their relevance beyond the classroom.
One of the unique aspects of Montessori education is its emphasis on individualized learning. Students are grouped by ability rather than age, allowing them to progress through the curriculum at their own pace. This personalized approach ensures that each child can explore operations, facts, fractions, money, telling time, problem-solving, and number sense in a way that suits their learning style and developmental stage.
By introducing math concepts through concrete materials and daily living skills, we cultivate a love for math in our students. This approach not only builds a solid foundation for future learning but also instills confidence and enthusiasm for tackling new challenges.
In our Montessori classrooms, math is more than just numbers and equations—it’s a dynamic and engaging journey that empowers students to become confident, independent thinkers. We are proud to nurture the next generation of mathematicians, problem solvers, and lifelong learners.
Early Tansitions to Abstract Thinking in Upper Elementary
Sandra Deacon, UE1 Teacher
In Montessori education, math is introduced in a way that makes sense to children, progressing from hands-on exploration to abstract thinking. Initially, students engage with concrete materials that allow them to see and physically interact with mathematical concepts. These materials cover a wide range of topics, from basic operations to algebra. Tools like the golden beads, large bead frame, and racks & tubes help students perform large mathematical calculations, while materials such as the peg board introduce more complex concepts, including polynomials, solving for unknowns, and square roots. As students build confidence and understanding, they transition to abstract problem-solving, gradually relying less on the Montessori materials. This approach ensures that children truly grasp mathematical concepts rather than simply memorizing steps and formulas.
One of the key strengths of Montessori math is its individualized nature. Every child progresses at their own pace, allowing them the time and space to fully absorb concepts before moving forward. Some students may need extended time with hands-on materials, while others transition to abstract thinking more quickly. This flexibility moves away from a one-size-fits-all approach and instead fosters a deeper, more authentic understanding of mathematical principles. By honoring each child’s unique learning journey, Montessori math nurtures both problem-solving and critical thinking skills.
Another exciting aspect of Montessori math is its strong connection to real-life applications. Rather than being taught in isolation, math is naturally worked into everyday activities. Your child might measure liquids and solids for a science experiment, create a timeline for a research project, or track the growth of a plant over time. These experiences help them see the relevance of math across various subjects, making learning more meaningful. When children recognize these realworld connections, they become more engaged, confident, and excited to explore mathematical concepts.
Ultimately, the Montessori approach to math fosters a deep and lasting understanding by allowing children to explore concepts at their own pace and apply them in meaningful ways. This solid foundation not only supports their academic growth but also cultivates a lifelong appreciation for mathematical thinking.
Applying Math to Improve Disaster RecoveryPractical Applications
of Math
Shelby Frazier, MS Math Teacher
In a Montessori Middle School classroom, mathematics is taught in a way that nurtures both the intellectual and sensory development of students. Montessori emphasizes the importance of three stages of learning: sensorial, concrete, and abstract. At the middle school level, students are just beginning the important transition from concrete thinking to abstraction.
On a surface level, one of the key tools used during this phase is the hands-on coordinate plane. This algebraic material allows students to work with linear equations in a tangible way, making the abstract nature of algebraic concepts more accessible. By plotting points and drawing lines with pegs and string, students not only understand the relationships between the variables but also gain a deeper appreciation for the connections between the physical world and the mathematical one.The Montessori approach allows students to internalize abstract ideas, such as linear equations, in a way that feels natural and intuitive. Rather than merely memorizing formulas or procedures, students gain a deeper understanding of the underlying principles.
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However, mathematics in the Montessori Middle School classroom is not simply how to graph y=mx+b on the coordinate plane. During this important time, students also learn how math translates to the real world through lenses of morality and social justice.
Last month, 8th grade students participated in a socratic seminar about the article “Using Math to Improve Disaster Recovery: Student Develops Model to Help FEMA Provide Resources for Survivors” from Harvard’s School of Engineering and Applied Sciences. The goal of our time together was to engage in a thoughtful and collaborative discussion about the intersection of mathematics and real-world problems. Students took turns asking questions, analyzing the article’s content, and exploring how mathematical modeling could be applied to improve disaster recovery efforts. They discussed the significance of using data and algorithms to help FEMA make informed decisions about distributing resources to survivors. The seminar encouraged students to think critically about how mathematics can be used as a tool to address societal issues, fostering an environment where they could articulate their ideas and challenge one another’s perspectives. Through this dialogue, students developed a deeper understanding of the practical applications of math, while also learning to appreciate the broader social impacts of mathematical work.
While this is just a snapshot of our work at Oak Farm Montessori school, it is hopefully clear how our students develop a strong mathematical foundation that not only prepares them for future challenges but also fosters a sense of confidence and curiosity in their ability to tackle abstract problems.
Oak Farm High School Math: From Concrete to Abstract (and Theoretical)
Doug Desper, HS Math Teacher
As students move from middle school mathematics and pre-algebra to high school mathematics courses, they are introduced to more abstract concepts that lend themselves to more complex and diverse applications in business, science, and engineering. Our current high school course offerings include Integrated Mathematics, Algebra I, Geometry, Honors Geometry, Integrated Algebra II, Algebra II, Honors Algebra II, PreCalculus, AP PreCalculus, Probability & Statistics, Finite Math, AP Calculus AB, and AP Calculus BC. In the very near future we will also see some of our students stepping up to take Calculus III, Differential Equations, and Linear Algebra.
So what does it take for students to succeed in these more abstract concepts that are found in our upper level mathematics course offerings? First, it requires a solid background in foundational mathematics – those that are rooted in the concrete understanding of numbers and their operations, all the way back to addition, subtraction, multiplication, and division skills. It is critical for students to not only have a concrete understanding of these operations, but to also have the basic addition, subtraction, multiplication, and division facts memorized at a young age. This memorization frees up more working memory within the brain, leaving more of each student’s working memory available for problem solving. Next, estimation skills are important so that a student knows whether their conclusion to a problem is reasonable or not.
Also critical in the curriculum of mathematics is the “why?” It is essential for each student to know why it is important to know each skill, and where and when it can be used to solve problems. Each student should feel comfortable asking “Why do I need to know this?” This is where the application of all of their mathematical skills becomes critical. Knowing where each skill can be applied is critical to development of the neural pathways that literally make a student more intelligent. The more neural pathways that a student develops, the better they are at becoming an intuitive problem solver.
Let’s look at one particular course, Calculus, to see more specifically what we are referring to. What exactly is calculus? And when is calculus ever used in real life? These are great questions, and the answers to these questions continue to increase at a faster pace each year. Calculus in its most basic form is a method for computing the rate at which something is changing, a method for finding maximums and minimums to various scenarios, as well as a method for accumulating total amounts in which multiple variables are continually changing. These applications are used on a daily basis today in the disciplines of architecture, engineering, graphic arts, biology, chemistry, physics, astronomy, medicine, pharmacology, business, manufacturing, banking, and economics.
It is true that computers and artificial intelligence can crank out the numbers much faster than we as humans can, so why is it so important for our students to continue to master high-level mathematics? The answer – computers (including their AI capabilities) are not capable of making decisions that also determine moral and ethical outcomes within the realm of decision-making in mathematical problem solving in other disciplines. For instance, a computer and AI may come to a mathematical conclusion in a medical scenario that it is “more efficient” to just eliminate a severely sick person who has cancer, but a human applying the concepts of calculus sees the opportunity to heal this person through
minimizing the effects of cancer for this person through the study of a drug treatment’s effectiveness gradient, thus giving this person many more years of quality life. Or in a business application, a computer (and its AI) is asked to maximize a company’s profits. That computer will be able to integrate many variables to give a “true maximum profit,” but it will be without regard to the effects upon its employees’ well-being. A business owner with the knowledge of calculus can do the same mathematical analysis for maximizing profits, but also factor into consideration the mental, physical, emotional health of his employees and their families. Removing the human understanding of higher-level mathematics also removes the ethical standard in which we as humans have been able to embrace in all disciples in which mathematics can be applied.
So, why is it so important for all of us to embrace the applications of abstract (and even theoretical) mathematics, as well as concrete mathematics? For one thing, it makes us all literally more intelligent. It also ensures we that become excellent problem solvers, but most importantly, it allows for us to make more informed decisions when problem solving and not just reliant upon computers and artificial intelligence to make those decisions for us. It makes for a world where people are able to solve problems that we don’t even know are going to be problems in our future. Mathematics is truly the basis for problem solving in all other disciplines we encounter within our world. We, as mathematicians, can make a positive difference in our world today and on into the future.
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Music Is Physics!
Aaron Samra, Music Teacher
Music is not just an art, but it is also a science. In our music classes, the sciences are discussed and tested in part of every lesson across all age levels.
Sound is caused by vibrations. The four families of instruments (woodwinds, brass, strings and percussion) are broken down by the way they cause a vibration. The bigger an instrument is, the lower the vibration (pitch) it produces. These are examples of just the beginning of discussions in music lessons.
In our primary classes, students are beginning to learn to read rhythmic notation. Words are assigned to different notes to help read them initally. The syllabic sounds they produce are then replicated with clapping and patting and finally then applied with instruments.
Students are then asked; how many sounds are in this beat or how many beats should this note last? Learning to make music and having an understanding of the mathematics that rule it go hand in hand toward mastery of making music together. Learning to read music notation at an early age not only benefits the child’s musical abilities, it strengthens their mathematical skills and awareness of the physics always around them.
Having lessons that both engage students in the joy of making music and appreciating the science behind it is at the core of music classes at Oak Farm Montessori School, with a lot of history and fine and gross motor skills thrown in there too!
From Concrete to Abstract: The Journey of Montessori Math Education
Bridget Wallace York, Director of Curriculum and Student Services
At Oak Farm Montessori School, we believe that a strong mathematical foundation begins with hands-on, experiential learning and gradually progresses toward abstract understanding. The Montessori approach to math education is rooted in discovery, ensuring that students develop a logical and structured way of thinking through carefully sequenced lessons, real-world applications, and hands-on activities. The Montessori approach to math follows a natural progression from concrete to abstract learning, fostering a deep and lasting comprehension of mathematical concepts.
The Journey Begins: Infant/Toddler Mathematics
Maria Montessori observed that young children have an inherent mathematical mind, one that thrives on precision, order, and sensory experiences. In the Infant and Toddler classrooms, mathematics is closely tied to sensorial work, helping children recognize patterns and relationships in their environment. Through activities such as sorting, matching, and counting, children begin developing foundational numeracy skills in a natural and engaging way. This is the sensitive period for order so these children find fulfillment in sorting items by color or size. By allowing each child to explore mathematical principles at their own pace, we prepare them for a seamless transition into Primary mathematics.
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Building a Strong Foundation: Primary Mathematics
The Primary classroom introduces structured math lessons using specialized Montessori materials designed to make abstract concepts tangible. Materials such as the spindle boxes, cards & counters, and the golden beads help children develop number sense and an understanding of numeration, place value, and mathematical operations. Through handson experiences, students connect numbers to real-life applications—counting snacks, determining attendance, and solving everyday problems—reinforcing their growing mathematical abilities.
Math materials in the Primary environment are carefully arranged in sequential order, allowing children to work independently and master each concept before moving forward. It is such a joy to observe our young children working with the bead chains in the Vic House hallway. I always share with them that this big work will be helping them with their math all the way into high school!
From Hands-On to Abstract Thinking: Lower Elementary Mathematics
Lower Elementary students build upon their mathematical foundation by continuing to use Montessori materials while gradually transitioning toward abstract problem-solving. With a focus on place value, operations, and fractions, students engage in small-group instruction and hands-on activities that make learning engaging and meaningful. Number sense is further refined through real-world applications such as budgeting, measuring, and time management.
Geometry plays a significant role, fostering spatial awareness and logical reasoning. Students explore two-dimensional and three-dimensional shapes, angles, polygons, and symmetry through hands-on activities that emphasize discovery and inquiry. As they develop their reasoning skills, they gain confidence in tackling more complex mathematical concepts. These skills also help them to problem solve while traveling off campus to shop for their cooking teams and provide exciting opportunities to practice these skills in the kitchen!
Mastering Concepts and Developing Independence:
Upper Elementary Mathematics
Upper Elementary students continue their transition toward abstract mathematical reasoning by working with more complex operations, fractions, decimals, and pre-algebra concepts. They analyze number patterns, explore factors and multiples, and develop problem-solving skills that prepare them for advanced mathematics. The emphasis on critical thinking and collaboration allows students to see multiple approaches to solving problems, encouraging flexibility in their mathematical thinking.
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Geometry in Upper Elementary expands upon previous knowledge, introducing students to lines, angles, area, perimeter, and measurement. Through continued exploration and discovery, students develop a deeper understanding of mathematical relationships and their applications in real-world contexts. We see students abstracting these principles in the forts they build in the woods and projects they design for the Arts Showcase.
Advanced Applications: Middle and High School Mathematics
As students enter Middle and High School, they continue to build upon their mathematical foundation through a curriculum that integrates real-world applications, logical investigation, and problem-solving. Math is integrated into every subject and teachers share “when they ARE going to use this math.” From pre-algebra to calculus, students engage in mathematical discussions, collaborate on projects, and apply their knowledge in interdisciplinary settings. The MS Erdkinder program, MS Sales, OFMHS Bike Shop, Oak Leaf Cafe, and OFMHS
InnoLab provides opportunities for students to extend their mathematical understanding into practical applications, such as business operations, engineering projects, and scientific research.
High school students have the opportunity to pursue advanced coursework, including AP Pre-Calculus and AP Calculus, ensuring they are well-prepared for college-level mathematics. With personalized learning plans and a focus on mastery, students are encouraged to advance at their own pace and explore mathematical concepts in ways that align with their interests and career aspirations.
Mathematics as a Lifelong Skill
At Oak Farm Montessori School, math is more than just numbers—it is a language that helps us understand the world. By moving from concrete to abstract learning, we empower students with the confidence, skills, and critical thinking abilities needed for lifelong success. Through hands-on experiences, real-world applications, and a personalized approach to learning, we ensure that every child develops a strong and lasting mathematical foundation.
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Alumni Reflections
Kim Davidson, Director of Strategic Partnerships
Over the past five years, I’ve had the opportunity to interview many of our former students, and without fail, each one connects a piece of who they are today with their time on campus. As I looked for stories to share, I was in awe of the introspection these young adults displayed while reflecting on the impact of their Montessori education. Below are just a few of the insightful quotes that have been shared with me regarding how OFMS has positively impacted our graduates.
“Through the guidance of my teachers and the ownership we students had of our community, my time at OFMS helped me define what I expect from others in a community—but most importantly, what I expect from myself.”Matt Pounds ‘08
“While at the middle school, if something broke, it was the students’ responsibility to fix it. We were always supported by the faculty, but Pat Cole, the retired Farm Manager, would ask, ‘So, what do you need to do to fix this?’ We worked together until the problem was solved.” - Nathan Scheidler ‘12
“Oak Farm not only prepared me to be independent, but equally important, it taught me to be a caring person. We were taught to love people and care for all human beings. Oak Farm prepared me for college more than high school did. In my first year at IU, I realized how much more independent and prepared I was with practical life skills. Many students didn’t know how to clean or do laundry.” - Bailee Hagar ‘13
“As with many experiences in a Montessori education, there were multiple learnings interwoven into many of our lessons. One of my favorites was being in charge of an expansion project for the ducks’ and turkeys’ habitat. We were responsible for planning the expansion from ideation to implementation. Knowing that we were entrusted with life decisions for animals gave us great ownership. That ownership was what impacted me the most.” - Ben Axel ‘15
“I felt prepared for Purdue. Although it was much larger than OFMS or my high school, I initially had to adjust to the new environment. But I knew how to use my resources to figure out how things worked.” - Lindsey Scheidler ‘16
School
I can’t think of a better testament to the idea that “Our family’s lives would not be the same without her life’s work,” than hearing directly from the students who have been profoundly impacted by Lorene’s vision.
The Davidson family credits Montessori with helping them be better parents and understanding how the adults impact the environment at home. Left to right: Robert, Katie, Kim, Claire, Connor and Mike. May 20th, 2025
“To
