Discovering problem solving in early years Mathematics

This study aims to understand children's abilities on problem solving, focusing on their strategies and difficulties. Qualitative methods were used in a case study approach. An intervention comprising seven problem-solving tasks was implemented in a mathematics class 1st-graders (6–7-year-olds) (n=22) from a public school in Braga (Portugal). Data collection used audio recordings, students’ written productions, and researcher field notes. The results suggest that students experienced strategies such as constructing diagrams and tables, solving from the end to the beginning, trying with induction and identifying patterns. During problem-solving the students’ active involvement in discovering procedures and strategies is highlighted, and teacher’s role as a mediator of learning and promoter of tasks that favour the emergence of mathematically relevant strategies is underlined. Difficulties in problem solving were identified in interpreting the statements, planning strategies, organising and simplifying processes, and in performing addition and subtraction operations.