What makes a task a problem in early childhood education?
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AuthorRamírez Uclés, Rafael; Castro Rodríguez, Elena; Piñeiro, José Luis; Ruiz Hidalgo, Juan Francisco
Characteristics of ProblemsDivisionEarly childhoodMathematical problemsPre-primary EducationProblem solving
Ramírez, R., Castro-Rodríguez, E., Piñeiro, J. L. y Ruiz-Hidalgo, J. F. (2018) What makes a task a problem in early childhood education? European Early Childhood Education Research Journal, 26(4), 574-588 [doi: 10.1080/1350293X.2018.1487165]
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.