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Responsibilities of a Teacher in a Harmonic Cycle of Problem Solving and Problem Posing

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Abstract

Early math experiences can be challenging for young children. Although it seems that planning a lesson on solving and posing a problem for a young child is a daunting task, it is actually simple if a harmonic cycle is exercised. This harmonic cycle, in fact, embeds within in it a variety of teacher’s responsibilities that can expand our understanding of what a teacher needs to attend to when it comes to planning, teaching, and evaluating a child’s progress. This article will present responsibilities that a teacher has in a harmonic cycle, which is reflected through an interaction between a teacher and a child on problem posing and problem solving.

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Authors and Affiliations

  1. School of Education, Indiana University South Bend, 1700 Mishawaka Av., South Bend, IN, 46634, USA

    Ni Chang

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  1. Ni Chang
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Correspondence to Ni Chang.

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Chang, N. Responsibilities of a Teacher in a Harmonic Cycle of Problem Solving and Problem Posing. Early Childhood Educ J 34, 265–271 (2007). https://doi.org/10.1007/s10643-006-0117-8

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  • DOI: https://doi.org/10.1007/s10643-006-0117-8

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