ABSTRACT
This chapter considers what is meant by the mathematical problem-solving, the skills and the strategies involved in solving mathematical problems and ways that teachers can ensure that all children experience-rich mathematical opportunities. Mathematical problems offer teachers the opportunity to develop wider and deeper mathematical reasoning, giving children increased opportunities to choose which strategy or approach to adopt. Many children who may seem otherwise quite competent in maths and can calculate with relative ease can struggle when it comes to mathematical problem-solving. For these children, the issue can be with the transfer of their mathematical understanding to a problem-solving scenario. Allowing children time to play with the problems, testing out ideas and strategies can help some children see the maths within a problem and therefore what strategies to employ but others require more structure to achieve this which can be drawn out and supported through questioning.
