**4. Conclusions**

The study presented in this article explored the question of which features of activity-based, materials-supported mathematics instruction Montessori teachers judge as conducive to developing mathematical competencies during distance learning in times of the COVID-19 pandemic [11].

In summary, it can be seen that all Montessori teachers interviewed placed great emphasis on the use of didactic materials, especially Montessori materials, during face-to-face instruction. This led the teachers to find the transition to distance learning in mathematics particularly challenging. However, it was found that students who were able to learn and experience mathematics in an activity-based and material-supported way before the school closures were able to develop inner images of materials and the actions with them. They were able to use these internal images during distance learning to describe mathematical processes and communicate about mathematics. These results connect to previous research findings by Apfler [11] showing that an action-based engagement with didactic materials, especially Montessori materials in mathematics enable high levels of competence in the areas of working with numbers and communicating. Likewise, the connection with the current subject didactic discussion in mathematics, which thematize the importance of action orientation with suitable didactic materials for the construction of inner images as well as the detachment from the material [6, 8, 9, 36, 37].

There are currently no research findings on long-term consequences in the mathematical development of students in Austria.

The teachers emphasize the importance of Maria Montessori's concept also for children in the 21st century and underline the necessity to raise the status of Montessori education in Austria [11].

The limitations of the research presented arise from the small sample that resulted from the criteria. Due to the small number of study participants, no generally valid statements can be made, but only the results of the sample can be described. Furthermore, it should be critically noted that no well-founded statements can be made about the actual mathematical competencies of the students. The results are merely subjective assessments by the teachers. Standardized test procedures with pre- and posttest would have been necessary here, but this was not possible due to the unpredictability of the events [11].

Nevertheless, an interesting picture of the teachers' assessments emerges and the research question can thus be answered as follows: "The present study provides evidence that action-oriented, material-supported mathematics instruction favors the development of internal conceptual images and that these could be drawn upon during distance learning. This was helpful for the processing of mathematical tasks in distance learning as well as for the further development of the mathematical competencies of the students." [11].

These results provide relevant information for the training and further education of teachers, because the new curriculum for elementary school, which will come into force in 2023, also focuses on the active examination of didactic materials in mathematics [3]. It will be necessary to address this issue even more in initial and in-service training.

*The Importance of Activity-Based Learning for Mastering Mathematical Tasks during Distance… DOI: http://dx.doi.org/10.5772/intechopen.113303*
