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ERIC Number: EJ898703
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1326-0286
Teaching Early Mathematics "Smarter Not Harder": Using Open-Ended Tasks to Build Models and Construct Patterns
McKnight, Amy; Mulligan, Joanne
Australian Primary Mathematics Classroom, v15 n3 p4-9 2010
Open-ended tasks focused on content specific features are regarded as an effective way to promote particular concept development and to elicit higher-order thinking. Such tasks may vary widely in their focus and approach and they can be formulated without unnecessary complexity. When mathematics tasks are designed in an open-ended fashion they can also provide flexible opportunities to cater for a range of differing student abilities. In this article, it is shown that they can be appropriately utilised in the development of measurement, space and geometry, number, and pattern concepts to achieve a range of learning outcomes. The authors discuss the construction and pattern work produced by young children in response to open-ended tasks. (Contains 8 figures.)
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia