Abstract
This study examines personalization from a personal autonomy, responsibility, and flexibility point of view. It is determined that personalization is one of the approaches which is utilized in a Montessori program, its principles, teachers' beliefs, and practices in the teaching of mathematics at a selected elementary school in the Czech Republic. The work explores if and how teachers implement personalization principles and strategies in the Montessori approach. Why some principles of personalized learning are not well incorporated in the Montessori approach is also noted. The reaserch findings show that the kinds of activities of teachers using the Montessori approach are in accordance with personalization.
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