Teaching Mathematical Problem Solving in Elementary School

This chapter shows a qualitative analysis of teaching methods of problem solving in mathematics classes in primary school, specifically in the third grade of primary school. The theoretical framework of reference was the historical-cultural approach and activity theory. The participants were three teachers of the third grade of primary school and their corresponding pupils. The work consisted in (1) application of interviews to teachers, (2) observation of teachers and (3) evaluation of the pupils. The results show favorable and unfavorable conditions in the work with the solution of problems in classes. It is concluded that problem solving fulfills a developmental objective when the formation of mathematical concepts is considered. Provided analysis allows to arrive to three main conclusions about the relationship between the process of teaching and learning, organization of the solving of problems as intellectual activity and proposals for teaching of mathematics at primary school.