I was able to relate to some of the main points which were discussed in Chapter 3 of the textbook about problem solving. My centre is currently using one of the suggestions made in the chapter, where Mathematics activities can be taken from storybooks. As my centre is a Literature-based curriculum, we plan our lessons using a chosen book. In addition, more than one subject are usually integrated together during a lesson.
In relation to the group work conducted during class, where my group did the activity on the problem, "12 - 4", I do agree that when designing or selecting a problem-based task or lesson, it has to create meaning for the children. If children are able to relate to the problem given, they may be able to understand better.
For preschool children, one way to ensure that the problem given can be related to children, would be to provide concrete materials while attempting to solve the problem. To make the activity more fun, children can be invited to change the given problem, where instead of using "apples" as the item in the question, the children can include their favourite toys. As the children are recreating their own question to problem solve, they are also expanding their vocabulary, thus involving integration of other subjects.
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