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Using Content-Specific Open-Ended Tasks

  • Peter Sullivan
  • Doug Clarke
  • Barbara Clarke
Chapter
Part of the Mathematics Teacher Education book series (MTEN, volume 104)

Abstract

This chapter explains the ways that open-ended tasks might contribute to learning, it gives the details of a specific open-ended task and how it might be used in a “lesson”, it indicates the challenges that teachers may experience when using such tasks, it presents a range of examples of this type of task to illustrate the scope and nature of the tasks, and it summarises some research on teachers’ reactions to the tasks. The fundamental argument is that such tasks are accessible by students, able to be used readily by teachers, foster a range of mathematical actions, and contribute to some of the important goals of learning mathematics.

Keywords

Task Type Rectangular Prism Original Task Rectangular Sheet Project Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Peter Sullivan
    • 1
  • Doug Clarke
    • 2
  • Barbara Clarke
    • 3
  1. 1.Faculty of EducationMonash UniversityClaytonAustralia
  2. 2.Mathematics Teaching and Learning Research CentreAustralian Catholic UniversityFitzroyAustralia
  3. 3.Faculty of EducationMonash UniversityFrankstonAustralia

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