Constructing squares as a mathematical problem solving process in pre-school

Abstract

Could problem solving bethe object of teaching in early education? Could children’s engagement inproblem solving processes lead to skills and conceptual understandingdevelopment? Could appropriate teaching interventions scaffold children’sefforts? The sample consisted of 25 children attending public pre-school inCyprus. The children were asked to construct differentsized squares. Findings show that children responded positively to the problemand were successful in solving it. During the problem solving process childrendemonstrated development of skills and conceptual understanding.Teacher-children and children-children interactions played an important role inthe positive outcome of the activity.