Establishing a Theoretical Rationale for Mathematical Problem Solving in Early Childhood Education

유아 수학에서의 문제해결에 대한 이론적 고찰

  • 김은정 (덕성여자대학교 유아교육과) ;
  • 이정욱 (덕성여자대학교 유아교육과)
  • Received : 2007.04.30
  • Accepted : 2007.08.06
  • Published : 2007.08.01

Abstract

This review of literature establishes a contemporary meaning of mathematical problem solving including young children's mathematical problem solving processes/assessments and teaching strategies. The contemporary meaning of mathematical problem solving involves complicated higher thinking processes. Explanations of the mathematical problem solving processes of young children include the four steps suggested by $P{\acute{o}}lya$(1957) : understand the problem, devise a plan, carry out the plan, and review/extend the plan. Assessments of children's mathematical problem solving include both the process and the product of problem solving. Teaching strategies to support children's mathematical problem solving include mathematical problems built upon children's daily activities, interests, and questions and helping children to generate new approaches to solve problems.

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Acknowledgement

Supported by : 한국학술진흥재단