NOMAD 3(4), 1995. On pupils' reactions to the use of open-ended problems in mathematics

Skapad: 2010-06-01. Ändrad: 2010-06-01  

NOMAD 3(4), 1995. On pupils' reactions to the use of open-ended problems in mathematics

On pupils' reactions to the use of open-ended problems in mathematics

ERKKI PEHKONEN

Abstract

This article will focus on the preliminary results of one experimental class from the three-year research project "Open tasks in mathematics", which has been carried out in junior high schools during the years 1989-92 in Helsinki (Finland). The experiment groups used open-ended problems (problem fields) regularly, i.e. once a month, within their normal teaching. The main results from one class (N = 18) were as follows: The pupils liked most of the problem fields used. Their mathematical views did not change statistically significantly, but the nonsignificant changes in questionnaire ratings, classroom observations and the teacher's evaluations indicate that there was a change, and the change was in most cases positive.

ERKKI PEHKONEN
Erkki Pehkonen är docent i matematik och universitetslektor vid Department of Teacher Education, University of Helsinki.