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Problem solving in early mathematics teaching: a way to promote creativity?
Linnaeus University, Faculty of Technology, Department of Mathematics.ORCID iD: 0000-0003-2217-6624
Karlstad university.
2018 (English)In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 9, no 12, p. 1775-1793Article in journal (Refereed) Published
Abstract [en]

This article presents results from a design research study where 145 six-year-olds 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.

Place, publisher, year, edition, pages
Scientific Research Publishing, 2018. Vol. 9, no 12, p. 1775-1793
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Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-76958DOI: 10.4236/ce.2018.912129OAI: oai:DiVA.org:lnu-76958DiVA, id: diva2:1233853
Available from: 2018-07-19 Created: 2018-07-19 Last updated: 2019-07-08Bibliographically approved

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Palmér, Hanna

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