Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
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Reconceptualizing Learning Goals and Teaching Practices: Implementation of Open-Ended Mathematical Tasks

  • Received : 2019.03.04
  • Accepted : 2019.03.18
  • Published : 2019.03.30
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Abstract

This study examines how open-ended tasks can be implemented with the support of redefined learning goals and teaching practices from a student-centered perspective. In order to apply open-ended tasks, learning goals should be adopted by individual student's cognitive levels in the classroom context rather than by designated goals from curriculum. Equitable opportunities to share children's mathematical ideas are also attainable through flexible management of lesson-time. Eventually, students can foster their meta-cognition in the process of abstraction of what they've learned through discussions facilitated by teachers. A pedagogical implication for professional development is that teachers need to improve additional teaching practices such as how to tailor tasks relevant to their classroom context and how to set norms for students to appreciate peer's mathematical ideas in the discussions.

Keywords

Table 1. The categorization of task types (Pehkonen, 1997)

SHGHEN_2019_v22n1_35_t0001.png 이미지

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