Experiences Situating Mathematical Problem Solving at the Core of Early Childhood Classrooms

Abstract

Our goal in this article is to discuss the importance of problems in early childhood education for the child's development and engagement with the mathematics existing in childhood culture. Our assumption is that an important task for young children's education is to create a democratic and critical environment, in which multiplicity of perspectives is celebrated, along with diversity of concepts and practices, with movement between imaginary and real worlds. In light of this, the goal of this article is to defend a perspective for curriculum and for the role of the mathematics educator, promoting the learning of mathematics through problem solving in early childhood years. In order to discuss and illustrate this perspective we describe the pedagogical practices of two teachers who teach 4-and 5-years-olds, who create for their students an environment rich in problem solving and investigations. In both classrooms, all children individually succeeded in sharing their unique solutions and new knowledge constructed as a result of their inquiries. The experience provides evidence that problem solving affords children the opportunity to raise conjectures, to discuss possibilities and to draw conclusions, even if partial ones, that are then vetted by the group as the authors share their solutions. In this way, the work with problem solving nurtures cooperative learning and promotes the exploration of a diversity of ideas.

Pendekatan Open-Ended dalam Mempengaruhi Kemampuan Mengenal Konsep Bilangan Anak Usia Dini

“…Berdasarkan beberapa kajian literatur, diperoleh hasil bahwa pendekatan pembelajaran dengan menggunakan open-ended mampu merangsang kemampuan matematika peserta didik, sehingga peneliti mencoba menerapkan pendekatan open-ended dalam merangsang kemampuan matematika untuk anak usia dini sebab salah satu kemampuan yang dirangsang adalah kemampuan memecahkan masalah. Melalui kemampuan memecahkan masalah yang dirangsang dengan baik dan tepat diberikan kepada anak usia dini dapat memberikan pengalaman dalam membuktikan kemungkinan dari permasalahan tersebut, yang dilanjutkan dengan diskusi dan menarik kesimpulan (Lopes et al, 2017). Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh pendekatan pembelajaran open-ended terhadap kemampuan mengenal lambang bilangan sebagai bagian pelajaran matematika yang perlu diperkenalkan anak sejak dini.…”

A diagnostic analysis of problem-solving skills of seventh grade students

“…Se observó la tendencia a abusar de las respuestas proporcionales en situaciones de proporcionalidad inversa y aditivo / no proporcional. El estudio mostró que los estudiantes tienen dificultades para distinguir enunciados de problemas proporcionales directos, proporcionales inversos y no proporcionales (aditivos) [21].…”

Authentic Assessment Model in Problem Solving Learning for Kindergarten

“…The development of an authentic assessment model in problem solving learning for the age of 5-6 years refers to High Order Thinking Skill (HOTS) learning, one of which is problem solving learning. Learning problem-solving has many advantages for students that is, sharpening the ability to think [11], improving skills in solving social problems [12], [13], improving math skills [14], [15], [16], improving interpersonal skills [17], [18], and had an impact on student achievement [19].…”