A problem solving approach in mathematics for second grade children based on cognitive guided instruction

Virtually all young children like mathematics (National Research Council, 1989, p.43). They come to school with knowledge assimilated naturally, based upon observations and experience. Unfortunately, instead of taking advantage of those experiences, teachers can close the door on that natural knowledge by teaching a prescribed curriculum based on accuracy, speed, and memory. Traditionally, elementary mathematics classrooms give little attention to thinking and reasoning. It is a common view under this approach, that facts and skills must first be mastered before students can reason about mathematics. The child\u27s view of mathematics can change from enthusiasm to apprehension, from confidence to fear. (National Research Council, 1989) Eventually the students can become convinced that mathematics is only for the smart kids