Abstract
Engaging students with multiple solution problems is considered good practice. Solutions to problems consist of the outcomes of the problem as well as the methods employed to reach these outcomes. In this study we analyze the results obtained from two groups of kindergarten children who engaged in one task, the Create an Equal Number Task. This task had five possible outcomes and five different methods which may be employed in reaching these outcomes. Children, whose teachers had attended the program Starting Right: Mathematics in Kindergartens, found more outcomes and employed more methods than children whose teachers did not attend this program. Results suggest that the habit of mind of searching for more than one outcome and employing more than one method may be promoted in kindergarten.
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Notes
This program Starting Right: Mathematics in Kindergarten was initiated in Israel, in collaboration with the Rashi Foundation. See http://www.tafnit.org.il//pageframe.htm?page=http://www.tafnit.org.il/
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Tsamir, P., Tirosh, D., Tabach, M. et al. Multiple solution methods and multiple outcomes—is it a task for kindergarten children?. Educ Stud Math 73, 217–231 (2010). https://doi.org/10.1007/s10649-009-9215-z
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DOI: https://doi.org/10.1007/s10649-009-9215-z