@misc{10481/64598,
year = {2018},
url = {http://hdl.handle.net/10481/64598},
abstract = {This article begins with a theoretical discussion of the characteristics that a task should feature to be regarded as a mathematics problem suitable for pre-primary students. Those considerations are followed by a report of a classroom experience in which three problems involving quotative or partitive division were posed to pre-primary school pupils to determine the presence of otherwise of the respective characteristics. The findings show that the characteristics of pre-primary education problems depend on two factors: mathematical activity that engages pupils and a structure that favours both their understanding of the problem and the application and verification of the solutions.},
publisher = {Routledge},
keywords = {Characteristics of Problems},
keywords = {Division},
keywords = {Early childhood},
keywords = {Mathematical problems},
keywords = {Pre-primary Education},
keywords = {Problem solving},
title = {What makes a task a problem in early childhood education?},
doi = {10.1080/1350293X.2018.1487165},
author = {Ramírez Uclés, Rafael and Castro Rodríguez, Elena and Piñeiro, José Luis and Ruiz Hidalgo, Juan Francisco},
}