In the case of Task 2, if the children recognize the problematic in finding the area of a figure which is not a rectangle, we can compare solutions such as by just counting the number of unit squares, adding two rectangles and subtracting the unseen rectangle from the large rectangle: the figure is a combination of the unit squares, the figure is a combination of rectangles, the figure
is part of one large rectangle. Through the comparison the children recognize these differences. Depending on how the children recognize the figure as a component of squ_?l,res and rectangles,
their answers will be different but the result will be the same. From the children's explanation, the teacher draws a conclusion on the • invariance of the area through the addition and subtraction
of figures. Through comparison, the teachers enable the children to reflect on their activities. This conclusion is possible only through a diversity of solutions from the children and is not achieved through an individual solution from each child. What this means is that the Problem Solving Approach is aimed not only at getting the answer for the given task but also at developing and appreciating the mathematical concept, general ideas of mathematics, and the ways of thinking through exploring the problematic posed by the children, which is related to the objective of teaching.
In the case of Task 2, if the children recognize the problematic in finding the area of a figure which is not a rectangle, we can compare solutions such as by just counting the number of unit squares, adding two rectangles and subtracting the unseen rectangle from the large rectangle: the figure is a combination of the unit squares, the figure is a combination of rectangles, the figureis part of one large rectangle. Through the comparison the children recognize these differences. Depending on how the children recognize the figure as a component of squ_?l,res and rectangles,their answers will be different but the result will be the same. From the children's explanation, the teacher draws a conclusion on the • invariance of the area through the addition and subtractionof figures. Through comparison, the teachers enable the children to reflect on their activities. This conclusion is possible only through a diversity of solutions from the children and is not achieved through an individual solution from each child. What this means is that the Problem Solving Approach is aimed not only at getting the answer for the given task but also at developing and appreciating the mathematical concept, general ideas of mathematics, and the ways of thinking through exploring the problematic posed by the children, which is related to the objective of teaching.
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