Tales and creativity as preparation for mathematical problem solving

Abstract

The approach to reality is nowadays, one of the most effective strategies to motivate the student towards mathematics and particularly towards the Mathematical Problem Solving (MPS). On the first cycle of Primary School, narratives and tales belong to child's reality. This reality shares knowledge structures and phases with MPS. The way to approach a problem, determines the success of solution, and feelings are part of this process. Tales, in turn, prepares the child for the knowledge and future control of feelings. Art, imagination and game are shared characteristics between play and mathematical problems. Basing teaching on the work with tales, during the first cycle of Primary, will let to approach the MPS from a motivating perspective on future courses. The previous work with tales, pedagogically organized, is a basic support and a necessary condition for “mathematization” of real-life.