The Open-Ended Approach Framework

Year 2015, Volume: 4 Issue: 3, 97 - 104, 15.07.2015

Lloyd Munroe

https://doi.org/10.12973/eu-jer.4.3.97

Abstract

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.

Keywords

Open-ended problems, open approach, mathematics education, teaching methods, teaching practice

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