The Montessori golden beads are absolutely BEAUTIFUL!  Now you may think that is a ridiculous adjective to describe a learning material.  It is not just the aesthetics of these materials that make them attractive but the child’s reaction to them.   These materials allow the child to experience concretely our mathematical system.  It is exciting to watch a child pick up the golden bead cube in their small hands and say, “This is a thousand cube, it has 1000 beads!!” 

For years I have been blessed to give presentations to many children with these materials, and the young child’s attraction to them never ceases to amaze me.  Within the first lesson there begins the understanding of our decimal system (base 10.)  I recently had the opportunity to watch my 4 year old grandson work an addition problem in the thousands!  The layout of the numerical cards, the “acting out” of the operation, and alignment of the problem itself, was first-rate and he just turned four!  I love his understanding of addition and his thrill to be working with such large numbers.   It seems he cannot get enough time working with these materials!   

This past week, when my grandson woke up from his nap, he wanted to lay out the golden bead material, and then he wanted a four digit addition problem!   He could have chosen to do anything, but he was enthusiastic about working with “big” numbers!  After working an addition problem he was ready to put the materials away.  As he began to stack the cards back into the box, you could hear him humming!  There was contentment and joy within the depths of his emotions.  All from an experience with the golden beads.

A few years ago, I was teaching a Montessori Teacher workshop on the golden bead material.  I asked the groups as they came through the seminar how many of them had presented addition problems in the thousands with the children in their class.  I was surprised that the number was very low.  There were teachers present from many different types of trainings and schools.  Almost all of the teachers stated they had given the initial presentation, but that many of their children were going to public school kindergarten and not staying that all important 3rd year. 

It is important that we realize that children’s sensitivity period for Math is between the ages of 4 to 4 ½.  If we watch for these sensitive periods and “feed” their need for intelligent and concrete work in this area, you see an explosion and excitement for mathematics. 

Once a student asked me why it was called the 45 card layout when there were less than 45 cards.   I explained that the quantity of the sum of the each hierarchy equals 45.  (1+2+3+4+5+6+7+8+9=45)  After the child and I did the math together, I heard a whispered, “Wow!”  from the child.  It was like the light bulb turned on.  I love that moment!

I would like to encourage all Montessori guides and Montessori homeschooling Moms to evaluate when the children in your life are truly ready and waiting for these materials!  If we challenge the child throughout their sensitive periods and you educate your parents to what their child is doing in class and learning from the materials….  they will stay for that wonderful 3rd year!