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

Autor/inn/en	Lopes, Celi Espasandin; Grando, Regina Célia; D'Ambrosio, Beatriz Silva
Titel	Experiences Situating Mathematical Problem Solving at the Core of Early Childhood Classrooms
Quelle	In: Early Childhood Education Journal, 45 (2017) 2, S.251-259 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0775-0
Schlagwörter	Early Childhood Education; Mathematics Activities; Problem Solving; Child Development; Educational Practices; Teaching Methods; Teaching Experience; Classroom Techniques; Cooperative Learning + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Problemlösen; Kindesentwicklung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Kooperatives Lernen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01