[1] Budnyk, O., Nikolaesku, I., Solovei, Y., Grebeniuk, O., Fomin, K., & Shynkarova, V. (2023). Paulo Freire’s critical pedagogy and modern rural education. Rev. Bras. Educ. Camp., 8, e16480. http://dx.doi.org/10.20873/uft.rbec.e16480

[2] Doulík, P., Eisenmann, P., Přibyl, J., & Ńkoda, J. (2016) Unconventional Ways of Solving Problems in Mathematics Classes. The New Educational Reviev, 43, 1. https://doi.org/10.15804/tner.2016.43.1.04

[3] Tudge, J. R. H., & Doucet, F. (2004). Early mathematical experiences: Observing young Black and White children's everyday activities. Early Childhood Research Quarterly, 19(1), 21–39. https://doi.org/10.1016/j.ecresq.2004.01.007

[4] Kemple, K. M., & Nissenberg, S. A. Nurturing Creativity in Early Childhood Education: Families Are Part of It. Early Childhood Education Journal, 28, 67–71 (2000). https://doi.org/10.1023/A:1009555805909

[5] Polya, G. (1945). How to solve it? Princeton: Princeton University Press.

[6] Polya, G. (1962). Mathematical Discovery: On Understanding, Learning and Teaching Problem Solving. Vol. 1, 2. New York - London: John Wiley & Sons, INC.

[7] Semerádová, S. (2015). Didactical situations in building children`s ideas about matematical concepts in preschool education. Didactica Mathematicae, 37, 75-91.

[8] Stucki, E. (1992). Heuristic method of G. Polya in early school mathematical education. Życie szkoły, 10, 588-592. (in Polish)

[9] Wojnowska, M. (2007). Between the message and discovery: creative techniques of solving mathematical tasks by children. Oficyna Wydawnicza “Impuls”. (in Polish)