The Open-Ended Approach Framework
APA 6th edition
Munroe*, L. (2015). The Open-Ended Approach Framework. European Journal of Educational Research, 4(3), 97-104. doi:10.12973/eu-jer.4.3.97
Munroe* L. 2015 'The Open-Ended Approach Framework', European Journal of Educational Research , vol. 4, no. 3, pp. 97-104. Available from: http://dx.doi.org/10.12973/eu-jer.4.3.97
Chicago 16th edition
Munroe*, Lloyd . "The Open-Ended Approach Framework". (2015)European Journal of Educational Research 4, no. 3(2015): 97-104. doi:10.12973/eu-jer.4.3.97
This paper describes a pedagogical framework that teachers can use to support students who are engaged in solving open-ended 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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