RT Journal Article
T1 Students' Difficulties with Problem Posing in Early Childhood Education
A1 Carmona Medeiro, Enrique
A1 Climent Rodríguez, Nuria
AB This study focuses on exploring students’ emerging difficulties during a problem posing task in an early childhood education classroom (4–5 years old). Through a single case study, and by considering the problems posed as an indicator of the students’ mathematical performance level, the difficulties inherent in the process of posing problems based on a given situation are characterised. The results reveal the existence of difficulties both in the exploration phase of the problem situation and in posing the problems themselves. This shows that the main difficulties are related to a lack of accuracy in language, which is typical of this stage, and to the notion of a non-mathematical problem that prevails in the students.
PB MDPI
SN 2227-7102 (electrónico)
YR 2025
FD 2025
LK https://hdl.handle.net/10272/27431
UL https://hdl.handle.net/10272/27431
LA spa
NO Carmona Medeiro, E., & Climent, N. (2025). Students' Difficulties with Problem Posing in Early Childhood Education. Education Sciences, 15(5), 630. https://doi.org/10.3390/educsci15050630
NO Acknowledgments: To the projects PID2021–122180OB-I00 “financed by MCIN/AEI/10.13039/50110 0011033, Spain, and “FSE Investing in your future””. To the project ProyExcel_00297 of the Regional Ministry of Economic Transformation, Industry, Knowledge, and Universities of Andalusia. To the teams of the researches groups DPD (HUM-462) of the University of Cádiz and DESYM (HUM-168) of the University of Huelva. To the Research Centre COIDESO of the University of Huelva.
DS Repositorio Institucional de la Universidad de Huelva
RD 14 jul 2026