The use of open-ended question pictures in the mathematics classroom

Abstract

Teachers have to ensure to pose open-ended questions that allow multiple solutions in a mathematics classroom regarding problem-solving and mathematical creativity. Teachers can use visual representations or pictures to ask open-ended questions in order to encourage students to be curious about finding possible answers. This research is focused on the use of open-ended question pictures, students’ responses and students’ mathematical creativity in response to the questions. This study used observation of a lesson that involved a teacher and twenty-seven class-three students (aged 7–8 years old) in a primary school in the UK. During the observation, a whole-class activity between the teacher and students was recorded and notes were also taken. There were three open-ended questions using pictures that the teacher orally posed during a lesson. The findings showed that open-ended question pictures could stimulate students’ responses and mathematical creativity.

Keywords: Open-ended question pictures, representations.