Some Theoretical Issues Regarding the Development of Mathematical Problem-Solving Skills for 4th and 5th Grade Students
Nguyen Thi Thu Ha
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Source: Crossref
Published: Sep 1, 2026
DOI: 10.58806/irijsh.2026.v3i9n04
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In the context of educational reform toward a competency-based approach, mathematical problem-solving competence is identified as one of the core competencies to be developed in primary school students. In particular, students in Grades 4 and 5 are at a critical transitional stage of cognitive development, serving as a foundation for mathematics learning at higher educational levels. This paper aims to examine key theoretical issues related to the development of mathematical problem-solving competence for students in Grades 4 and 5. Based on an analysis of scholarly perspectives on competence and problem-solving competence, as well as the requirements of the 2018 General Education Curriculum, the paper clarifies the concept, structure, and manifestations of mathematical problem-solving competence in primary mathematics education. In addition, the study analyzes the cognitive characteristics of Grade 4 and 5 students and identifies the requirements for developing mathematical problem-solving competence at this stage. Accordingly, several theoretical orientations for mathematics teaching are proposed to contribute to the development of students’ mathematical problem-solving competence, providing a theoretical foundation for practical implementation and further research.
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