What Is the Difference? Young Children Learning Mathematics Through Problem Solving

  • Hanna PalmérEmail author


This chapter reports on a design research study where young children were taught mathematics through problem solving. In the study, a sequence of five problem-solving lessons was conducted in two Swedish preschool classes with children, aged approximately 6 years. This chapter utilizes interviews made with the children after the problem-solving lessons. The lessons in the study were categorized as work by the children, though with some differences from how they usually worked. The differences emphasized by the children were that they had worked together with their classmates, thought a lot, and used manipulatives rather than textbooks. Further, they emphasized that they were surprised by the outcomes many times. At the same time as these answers say something about the problem-solving lessons, they also say something about the ordinary mathematics teaching in these preschool classes. The results emphasize the need to discuss how much and, especially, in which way young children are to be taught mathematics.


Primary School Mathematics Teaching Preschool Teacher Mathematics Task Design Research Study 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Linnaeus UniversityVäxjöSweden

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