Abstract
This paper deals with the attempt to study four-year old children's potential to engage in the mathematical problem solving process and their ability to construct mathematical meaning through their engagement with the process. We studied: (a) whether teaching could contribute to the development of the essential cognitive skills for solving a mathematical problem of detecting all possible additive combinations giving a specific sum and (b) whether children's familiarization with graphical representation practices of solutions could give meaning to the mathematical problem solving process, in a way that children would benefit from it in their involvement and effectiveness concerning the process. Findings showed that four-year old children's consistent involvement with the mathematical problem solving process enabled them to develop, apply and demonstrate skills and mathematical conceptual understanding in order to solve the given mathematical problems. The role of the teacher, in organizing the classroom learning environment as well as carrying out the teaching intervention, was essential to the development of the children's skills, abilities and mathematical conceptual understanding.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.