ERG SES G 01, Mathematics and Education
There has been a dramatical increase in interest towards mathematics for the early childhood education (Clements, Sarama, & DiBiase, 2004). Polat-Unutkan (2007) stated that developing the mathematical skills at the beginning of the early childhood is crucial for children. Since teachers have important roles in teaching young children mathematics (Schwartz, 2005), if we want to develop the problem solving capabilities of children, it is essential to prepare their teachers. Most of the teachers have misunderstandings related to definition of problem and they use question, exercise, and problem interchangeably. However, there are differences among them. A preservice program should indicate the definition to students clearly and emphasize that a problem solving is a process (Krulik & Rudnick, 1988). Therefore, this study aims to explore the preservice early childhood education teachers’ views about what a mathematics problem is. Moreover, remedies for inadequacies and misunderstandings will be proposed.
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