Teachers' Perspectives on Implementing Open-Ended Tasks in Mathematics Classrooms
Main Article Content
Abstract
This study explores teachers' perspectives on the implementation of open-ended tasks in mathematics classrooms. Open-ended tasks, which encourage multiple solutions and diverse problem-solving approaches, have gained prominence as a pedagogical strategy to enhance critical thinking and creativity in mathematics education. The research delves into the challenges, benefits, and transformative experiences encountered by teachers when integrating open-ended tasks into their instructional practices. Additionally, it emphasizes the role of professional development and support systems in ensuring the effective adoption of these tasks. The paper provides recommended components for incorporating open-ended mathematical tasks and criteria for assessing students' outputs. Insights from teachers' perspectives offer valuable contributions to understanding how educators perceive, adapt to, and engage with open-ended tasks, shedding light on this pedagogical shift in mathematics education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: CC BY-NC-ND 4.0
References
Adams, C. R., Barrio Minton, C. A., Hightower, J., & Blount, A. J. (2022). A systematic approach to multiple case study design in professional counseling and counselor education. Journal of Counselor Preparation and Supervision, 15(2). https://digitalcommons.sacredheart.edu/jcps/vol15/iss2/24
Al-Absi, M. (2013). The effect of open-ended tasks – as an assessment tool – on fourth graders’ mathematics achievement, and assessing students’ perspectives about it. Jordan Journal of Educational Sciences, 9(3), 345–351.
Bennevall, M. (2015). Cultivating creativity in the mathematics classroom using open-ended tasks. https://www.diva-portal.org/smash/get/diva2:909145/ FULLTEXT01.pdf
Beckner, C., Blythe, R., Bybee, J., Christiansen, M. H., Croft, W., Ellis, N. C., & Schoenemann, T. (2009). Language is a complex adaptive system: Position paper. Language Learning, 59(s1), 1–26. https://doi.org/10.1111/j.1467-9922.2009.00533.x
Bingölbali, E., & Bingölbali, F. (2021). An examination of open-ended mathematics questions’ affordances. International Journal of Progressive Education, 17(4), 6–21. https://doi.org/10.29329/ijpe.2021.366.1
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chan, M. C. E., & Clarke, D. (2017). Structured affordances in the use of open-ended tasks to facilitate collaborative problem solving. ZDM Mathematics Education, 49, 951–963. https://doi.org/10.1007/s11858-017-0876-2
Charness, N., & Boot, W. R. (2009). Aging and information technology use: Potential and barriers. Current Directions in Psychological Science, 18(5), 253–258. https://doi.org/10.1111/j.1467-8721.2009.01647.x
Chick, H. L., & Pierce, R. L. (2017). Changing teachers' beliefs about the nature of mathematics instruction through open-ended tasks. Mathematics Teacher Education and Development, 19(2), 78–96.
Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13–20. https://doi.org/10.2307/1176934
Dorrian, J., & Wache, D. (2009). Introduction of an online approach to flexible learning for on-campus and distance education students: Lessons learned and ways forward. Nurse Education Today, 29(2), 157–167. https://doi.org/10.1016/j.nedt.2008.08.010
Jia, H., & Leung, A. (2019). Examining teacher learning in open-ended mathematics tasks: A multiple-case study. Mathematics Education Research Journal, 31(2), 227–251. https://doi.org/10.1007/s13394-018-0249-3
Karaman, P., & Büyükkıdık, S. (2023). Teachers’ use of open-ended questions: A mixed-methods study. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96(2), 79–87. https://doi.org/10.1080/00098655.2023.2166891
Levenson, E., Swisa, R., & Tabach, M. (2018). Evaluating the potential of tasks to occasion mathematical creativity: Definitions and measurements. Research in Mathematics Education, 20(3), 273–294. https://doi.org/10.1080/14794802.2018.1450777
Luong, M. T., & Evans, T. (2021). The role of teachers in implementing open-ended mathematical tasks in Vietnamese classrooms. Mathematics Education Research Journal, 33(1), 89–108. https://doi.org/10.1007/s13394-020-00320-5
Oledan, A. M., & Limjap, A. A. . (2024). Characterizing Creative Teachers and Students. Asia Research Network Journal of Education, 4(3), 141–149. retrieved from https://so05.tci-thaijo.org/index.php/arnje/article/view/275768
Rizos, I., & Gkrekas, N. (2023). Incorporating history of mathematics in open-ended problem solving: An empirical study. Eurasia Journal of Mathematics, Science and Technology Education, 19(3), em2242. https://doi.org/10.29333/ejmste/13025
Sariay, M. (2017). Teachers’ and students’ perceptions of multiple-choice and open-ended questions, along with GCSE system [Master’s thesis, Gazi University]. https://doi.org/10.13140/RG.2.2.10395.77608
Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. Zentralblatt für Didaktik der Mathematik, 29(3), 75–80. https://doi.org/10.1007/s11858-997-0003-x
Surya, Y. F. (2020). The development of open-ended math questions on grade V students of elementary school. Journal of Physics: Conference Series, 1613, 012081. https://doi.org/10.1088/1742-6596/1613/1/012081
Udi, E. A. (2014). The extent of mathematical creativity and aesthetics in solving problems among students attending the mathematically talented youth program. Creative Education, 5(4), 228–241. https://doi.org/10.4236/ce.2014.54032
Vale, I., & Barbosa, A. (2015). Mathematics creativity in elementary teacher training. Journal of the European Teacher Education Network, 10, 101–109.
Varank, I. (2021). Investigating the relationship between teachers' use of open-ended tasks and classroom assessment practices. Educational Studies in Mathematics, 106(3), 361–381. https://doi.org/10.1007/s10649-020-09984-4
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
White, A. L., & Rowley, G. (2018). Supporting teachers in embedding open-ended tasks into mathematics teaching. Australian Mathematics Teacher, 74(2), 19–27.
Thao-Do, T. P., Bac-Ly, D. T., & Yuenyong, C. (2016). Learning environment in Vietnamese physics teacher education programme through the lens of constructivism: A case study of a state university in Mekong Delta region, Vietnam. International Journal of Science and Mathematics Education, 14(1), 55–79. https://doi.org/10.1007/s10763-014-9566-4
Williams, P. J., Jones, A., & Bunting, C. (2015). Future of technology education. Springer. https://doi.org/10.1007/978-981-287-170-1
Yeo, J. (2017). Development of a framework to characterise the openness of mathematical tasks. International Journal of Science and Mathematics Education, 15(1), 175–191. https://doi.org/10.1007/s10763-015-9675-9
Yılmaz, T. Y., & Köse, N. Y. (2015). Students’ challenge with multiple solution tasks: Determining the strategies used in tasks. Journal of Qualitative Research in Education, 3(3), 1–24. https://doi.org/10.14689/issn.2148-2624.1.3c3s4m
