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Abstract |
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Open-ended tasks in Mathematics provide opportunities for all students to be involved in rich learning activities that demonstrate their mathematical understanding and skills. They are an effective tool to cater for diverse-ability students, because tasks allow for “multiple solution paths or multiple solutions” (Reys et al., 2012, p. 43). This flexibility ensures all students experience some form of success in mathematics (Reys et al., 2012). Additionally, open-ended tasks encourage students to think critically and deepen their understanding of the concepts involved (Reys et al., 2012). It is also evident in research that students can better apply learning to other problems if they have developed strategies to solve previous problems on their own (Quinnell, 2010). Therefore, open-ended tasks are beneficial learning activities for the classroom.
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