OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGHSCHOOL MATHEMATICS

Konferenzbeitrag

The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.

References and Relationships

• Bibliographic citation: Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 386 - 389
• Related object and literature: urn:nbn:de:bsz:14-qucosa-79236 ; qucosa:1658

Classification and Topics

• Subject: Mathematik

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Mahlobo, Radley Kebarapetse
• Event: Herstellung
• (who): HTW Dresden

Further information

• URN: urn:nbn:de:bsz:14-qucosa-80592
• Last update: 14.03.2025, 8:16 AM CET