ERIC Number: EJ1086044
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2165-8714
EISSN: N/A
The Open-Ended Approach Framework
Munroe, Lloyd
European Journal of Educational Research, v4 n3 p97-104 2015
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.
Descriptors: Guidelines, Educational Research, Mathematics Instruction, Curriculum Design, Teaching Methods, Problem Solving, Teacher Education, Video Technology, Elementary School Teachers, Mathematics Teachers, Asians, Foreign Countries, Elementary School Students, Mathematical Concepts, Concept Formation, Thinking Skills
Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A