COGNITIVE BARRIERS AND PEDAGOGICAL DILEMMAS IN TEACHING CRITICAL PROBLEM-SOLVING IN PRIMARY MATHEMATICS EDUCATION

Abstract

Teaching critical problem-solving in primary school mathematics is a cornerstone of developing 21st-century cognitive competencies. However, the transition from rote algorithmic memorization to heuristic reasoning remains fraught with systemic and cognitive hurdles. This study explores the multifaceted challenges encountered in primary mathematics classrooms, specifically focusing on the gap between abstract mathematical modeling and student-led inquiry. Drawing on a mixed-methods approach—comprising classroom observations and semi-structured interviews with educators—the research identifies three primary clusters of problems: the "standardization trap" in curriculum design, the "procedural fixation" of learners, and the "pedagogical anxiety" of teachers regarding non-linear student solutions. The findings suggest that current instructional frameworks often inadvertently stifle lateral thinking. The paper proposes a shift toward "Scaffolded Open-Ended Problem Solving" (SOEPS) to mitigate these challenges, emphasizing the role of metacognitive prompts in early childhood numeracy development.