We examined prospective teachers' problem-solving strategies for three non-routine problems introduced at the beginning of a three-course pre-K–8 mathematics content sequence. Students relied heavily on guess-and-check or algebraic strategies at the expense of more visual or intuitive approaches. Participants of this session will analyze examples of student work on these tasks and discuss the implications of students' problem solving strategies with respect to pre-K–8 mathematics content courses.

Session Type: Discussion Session