Abstract
This article presents results from a design research study where 145 six-year-old were taught mathematics through problem solving. In the article, the implementation of the first problem solving task within the study—“the tower task”—is explored together with interviews focusing on the children’s perceptions of the task as well as of problem solving in general. The results indicate that the children experienced the task as fun and accessible even though very few of them could solve it with ease. Further, the children seemed to make use of and develop their creativity by working on the problem-solving task. In the article, possibilities and limitations whit implementing problem solving in early mathematics education are discussed.
Highlights
Young children have both an interest in and a capacity for learning mathematics, and this learning starts long before formal schooling begins
None of the children mentioned examples related to combinatory, probability, statistics or other topics in mathematics. (Questions: When do you have mathematics? Can you give some examples of mathematical activities you have done in preschool class?)
This study indicates that young children are capable of working with problem solving and that they perceive it as fun and accessible
Summary
Young children have both an interest in and a capacity for learning mathematics, and this learning starts long before formal schooling begins. Even though there is increased awareness of the importance of mathematics for young children, views on how mathematics should be taught in early childhood settings are quite diverse (Newton & Alexander, 2013). This diversity regards both how preschool mathematics should be designed and what constitutes an appropriate content (Palmér & Björklund, 2016). Similar to Sweden, problem solving in mathematics is emphasised in the syllabus in many other countries. This emphasis is based on a common idea that children will develop important mathematical ideas and competences through working with problem-solving tasks (Lesh & Zawojewski, 2007). Few studies on problem solving in mathematics have involved younger children
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