3rd entry: Problem-solving

Allowing the subject to be problematic means allowing students to wonder why things are, to inquire, to search for solutions, and to resolve incongruities. It means that both the curriculum and instruction should begin with problems, dilemmas, and questions for students.

Hiebert et al. (1996, p. 12)

Previously, before I embarked on this degree course, I had never thought of teaching Mathematics to preschoolers through problem solving. In my mind, I had only thought that problem solving skills in terms of Mathematics concepts are to be taught to children only when they are in primary school. Then again, this must be due to my mindset, as I myself had difficulties and struggled in Mathematics as a child.

But now I realised the importance of proper differentiated instructions to meet children's different needs in learning a certain skill. Therefore, the learning process should be taught progressively.

Teacher should understand each child's strengths and weaknesses. A child who is not yet able to master the skill of simple addition should not be expected to know addition of 3 digits, and a child who is already able to add up to 10 should be exposed to addition of bigger numerals.

For my class (K2), I had done a simple hopping game to teach the children simple concept of addition up to 14.

I lined 14 pieces of A4 sized drawing papers on the floor. The children wrote the numbers on the pieces of paper, and I got a group of them to line them up in order. The objective of this game is to get the children to learn simple addition. The children chose a partner, and they will come to the front when it is their turn. Child A will roll the dice, and Child B will have to hop according to the number shown on the dice. After hopping, Child A will roll the dice again, and Child B will again hop according to the number shown on the dice. Child A and Child B will then look what the numbers add up to.

For majority of the children, I had only asked them to add up 2 numbers together. For the children who I knew could add up 2 numbers well, I had encouraged them to hop and roll the dice 3 times, so they added up 3 numbers.

With this game, although it was fun for the children because they loved hopping, I observed that after hopping, some of them looked deep in thoughts as they tried to add up the numbers together. That is also part of the teacher's role, to provide guidance to those children who are in need of support for learning.