Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 39 Issue 2, June 2002
36 – 40
Understanding Student Responses to Open-Ended Tasks
Barbara M. Moskal
Communicating mathematical knowledge is a challenge for students, and assisting students in clearly expressing their mathematical ideas is a challenge for teachers. Open-ended tasks give students opportunities to select their own approaches for both solving problems and expressing mathematical ideas (Billstein 1998; Conway 1999).
