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Hiebert, J., & Grouws, D. A. (2002). The Effects of Classroom Mathematics Teaching on Students Learning. In F. K. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 371-404). Charlotte: National Council of Teachers of Mathematics and Information Age Publishing.

has been cited by the following article:

• TITLE: Problem Solving in Early Mathematics Teaching—A Way to Promote Creativity?

  AUTHORS: Hanna Palmér, Jorryt van Bommel

  KEYWORDS: Problem-Solving, Creativity, Mathematics, Preschool Class, Design Research

  JOURNAL NAME: Creative Education, Vol.9 No.12, September 7, 2018

  ABSTRACT: This article presents results from a design research study where 145 six-year-old were taught mathematics through problem solving. In the article, the implementation of the first problem solving task within the study—“the tower task”—is explored together with interviews focusing on the children’s perceptions of the task as well as of problem solving in general. The results indicate that the children experienced the task as fun and accessible even though very few of them could solve it with ease. Further, the children seemed to make use of and develop their creativity by working on the problem-solving task. In the article, possibilities and limitations whit implementing problem solving in early mathematics education are discussed.