Qualitative analysis reveals second graders improved their problem-solving strategies in a playful inquiry-based context, highlighting the importance of sociocultural theory.
This study investigates second graders’ problem-solving process within a playful inquiry-based context by drawing on previous research on problem solving and a sociocultural theory specific for mathematics education, the theory of objectification. Inspired by design research, a playful inquiry-based mathematics activity was co-designed with two teachers and applied in small groups. With a focus on dialogue and actions, qualitative data was complemented with a quantification of the children’s use of strategies. The study shows how the second graders were provided with opportunities to practice their problem-solving abilities through a process characterised by the development of and advancement in the students’ use of strategies differentiated into four levels.
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Linn Flaten (2025) studied this question.
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