Young Children are Natural Inquirers: Posing and Solving Mathematical Problems

Abstract

Carefully observing young children at play in a mathematically rich environment has led me to reflect on the way children naturally pose and solve interesting mathematical challenges. Here, three examples of the playful learning of six-year-old children illustrate the problem solving and persistence children can display. Teachers are encouraged to foster children’s problem posing by providing opportunities for children to engage with playful mathematics, planning time for children to pose and to solve their own problems, and watching and listening but intervening only to inspire children’s mathematical investigations.

Contextual learning with Ethnomathematics in enhancing the problem solving based on thinking levels

“…Problemsolving becomes more varied and supports students in gaining a meaningful understanding of mathematics. Tasks that stimulate students 'curiosity with challenging problems are good ways to understand students' thought processes and provide potential interest in learning mathematics (Cheeseman, 2019). The significance of mathematics learning becomes a strong basis for maintaining thinking levels and increasing them at higher levels.…”

Interaction in the Mathematics Class: The Shaping Process of Inquiry-based Learning

“…This paper is based on theories of situated cognition, realizing learning as an active process of inquiry (Cheeseman, 2019), participation (Lave & Wenger, 1991), and acculturation (Brailas et al, 2015) in communities of practice. Members of a community of practice share the same objectives and develop common tools and working practices through mutual commitment and responsibility that they undertake (Wenger, 1998).…”

Untitled

“…Los planteamientos curriculares actuales para la educación infantil remarcan la importancia de los enfoques globalizados, la interdisciplinariedad y la necesidad del desarrollo de competencias (National Council of 2018) entre otros, resaltan el papel de los procesos matemáticos en la adquisición de competencias y señalan que estos son fundamentales para promover la capacidad de usar de forma comprensiva y eficaz las matemáticas que se aprenden en la escuela en una variedad de contextos. Apoyar y enriquecer estos procesos y promover el desarrollo del pensamiento matemático de los niños y las niñas es uno de los desafíos de la educación infantil (Baroody, 2003;Cheeseman, 2019;Clements y Sarama, 2021;Ginsburg y Amit, 2008: Lopes et al, 2017. En consecuencia, plantear y resolver problemas, analizar diferentes estrategias y soluciones, y, reflexionar sobre estas deben ser actividades centrales en los procesos de enseñanza y aprendizaje de las matemáticas en cada uno de los niveles escolares (NAEYC y NCTM, 2013;Mason, 2016;Schoenfeld, 2016).…”