@article{article_389498, title={The Open-Ended Approach Framework}, journal={European Journal of Educational Research}, volume={4}, pages={97–104}, year={2015}, DOI={10.12973/eu-jer.4.3.97}, author={Munroe, Lloyd}, keywords={Open-ended problems, open approach, mathematics education, teaching methods, teaching practice}, abstract={<div style="text-align:justify;"> <span style="font-size:.9em;">This paper describes a pedagogical framework that teachers can use to support students who are engaged in solving openended problems, by explaining how two Japanese expert teachers successfully apply open-ended problems in their mathematics class. The Open-Ended Approach (OPA) framework consists of two main sections: Understanding Mathematical Knowledge and Applying Mathematical Knowledge. The sections were cross-analyzed with students’ responses to provide a comprehensive analysis of how teachers use various techniques to support students. It is proposed that teachers can use this framework to create an environment that promotes learning with open-ended as well as other open problems in their mathematics classroom. The OPA framework can contribute to teacher education, the design of mathematics curricula and to educational research. </span> </div>}, number={3}, publisher={Eurasian Society of Educational Research}