Abstract
Educators of young children can enhance the development of a problem-solving thought process through daily activities in their classrooms. An emphasis should be placed on the actual thought process needed to solve problems that occur in everyday living. Educators can follow simple suggestions to create problem-solving situations for all ages of children. The process of thinking through a problem and finding a solution is more important than traditional mathematics counting and memorizing useless facts. Even very young children are capable of a problem-solving process that is on the appropriate developmental level. The problem-solving process is constructivist in nature, as each individual perceives problems according to her or his background and developmental levels. Educators need to make a conscious effort to capitalize on all stages of problem-solving thinking to enhance future mathematical development.
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Blake, S., Hurley, S. & Arenz, B. Mathematical problem solving and young children. Early Childhood Educ J 23, 81–84 (1995). https://doi.org/10.1007/BF02353397
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DOI: https://doi.org/10.1007/BF02353397