Mathematical problem solving and young children

Abstract

Educators of young children can enhance the development of a problem-solving thought process through daily activities in their classrooms. An emphasis should be placed on the actual thought process needed to solve problems that occur in everyday living. Educators can follow simple suggestions to create problem-solving situations for all ages of children. The process of thinking through a problem and finding a solution is more important than traditional mathematics counting and memorizing useless facts. Even very young children are capable of a problem-solving process that is on the appropriate developmental level. The problem-solving process is constructivist in nature, as each individual perceives problems according to her or his background and developmental levels. Educators need to make a conscious effort to capitalize on all stages of problem-solving thinking to enhance future mathematical development.

Brain Based Learning Efektif Meningkatkan Kemampuan Pemecahan Masalah Konsep Bilangan Anak Usia Dini

“…Sayangnya, kurangnya variasi dalam kegiatan pembelajaran menjadikan minat anak kurang dalam mengikuti pembelajaran, sehingga materi pembelajaran tidak dapat tersampaikan dengan baik. Kegiatan pembelajaran khususnya pada matematika biasanya diajarkan secara tradisonal, yakni anak pasif hanya duduk diam dan mengerjakan tugas di lembar kerja (Blake, Hurley, & Arenz, 1995;Rianti, 2016). Selain itu, masih ditemukan kurangnya pemahaman anak tentang ukuran benda, misalnya seperti tinggi-rendah, besarkecil, banyak-sedikit, dan berat-ringan (Fauziddin, 2015).…”

Intellectual Integrity: Examining Common Rituals in Early Childhood Curriculum

“…(Armstrong, 2006, pp. 72-73) Primary-grade math worksheets, because they are not meaningfully connected to what children would recognize as a purpose, and because they represent a narrow view of mathematical thinking (Blake et al, 1995), are difficult to internalize and apply. Torrence (2003, p. 93) concludes that: 'Once students form these early memory-dependent habits, breaking out of them and using understanding and thinking as the basis of their study of mathematics is very difficult for some students.'…”

“…When worksheets are used infrequently for practice, they may represent appropriate assessment tools, alerting teachers to areas that require additional instruction. Nonetheless, blackline masters and 'skill and drill' seatwork lack pedagogical integrity (they serve as neither teaching nor learning tools) and are to be avoided through the primary-grade levels (Blake et al, 1995;Charlesworth & Lind, 2003). Learning is more productive (than math worksheets) if children address a problem in the context of their everyday lives, construct multiple ways to find solutions, form strategies, and begin to generalize to other situations.…”

Promoting Children's Communication: A Kindergarten Teacher's Conception and Practice of Effective Mathematics Instruction

“…Communication has been recognized as one of the crucial facets in developing young children's conceptual understanding, thinking, problem-solving skills, and reasoning in mathematics (e.g., Charlesworth, 2005;Griffin, 2004;Yackel, 1995). Researchers in the field of early childhood education also have emphasized that teachers must encourage young children to communicate their mathematical understanding in the classroom (e.g., Amos, 2007;Blake, Hurley, & Arenz, 1995;Ginsburg & Amit, 2008;Greenes, Ginsburg, & Balfanz, 2004;Varol & Farran, 2006). Nevertheless, there are few empirical studies of how early childhood teachers understand the role of communication in teaching mathematics in their classrooms.…”