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ESM410 Assignment 1:
Problem Pictures Task - Creating openended questions
Open-ended questions refer to the existence of more than one (preferably many more than
one) possible pathways, responses, approaches or lines of reasoning (Sullivan, Mousley &
Zevenbergen 2005, p. 106).Open-ended tasks can be used to establish, consolidate, extend,
reinforce and reflect on concepts, skills and applications (Busatto 2004, p.26). The benefits of
using open-ended tasks in the classroom are numerous but the most important in my opinion
is the way it allows for differentiation without the need to create entirely different tasks.
Open-ended questions can also be called good questions which is what they are called by
Sullivan & Lilburn (2004) who highlight the need for planning of such questions so that the
maths inherent in each is rich and sound. They also give some methods for creating good
questions such as working backwards or adapting a standard question (2004, p.5 & 6),
although they dont give any suggestions as to which one works better generally.
Open-ended questions are often incorporated with problem picture prompts allowing visual
intrigue to enter into the childs engagement. Open-ended problem pictures can be described
as a photograph of an object, scene or activity that is accompanied by one or more openended mathematical word problems based on the context of the photo (Bragg &Nicol 2011,
p. 4). Nicol & Bragg (2009, p.231) suggest that posing more than one mathematical question
per picture, when using problem picture prompts, is a way of honing your skills for creating
open-ended questions.
Based around the obvious benefits in student learning I would like to believe that
mathematical open-ended questions and in particular open-ended problem pictures, will be
used regularly in my future classroom. I believe that they might be particularly useful when it
comes to extending understanding or revising a topic/concept. They could also be used in
other subjects but mathematics seems to fit the best with such tasks. I think it would also tie
in nicely with using childrens literature in mathematics, a subject that I find intriguing.
It could take a rather interesting learning curve when it comes to creating appropriate openended problem pictures but I believe that if I follow the tips mentioned in the above articles
and in Reys et al (2012, p. 116-120), I should be able to work my way towards questions/tasks
that create the kind of effortless differentiate the examples seem to hint at. It would be a
great way to bring back some creativity and individuality to mathematics classes.
Bragg, L & Nicol, C 2011, Seeing Mathematics Through a New Lens: Using photos in the
mathematics classroom, The Australian Mathematics Teacher, vol. 67, no. 3, pp. 3-9.
Busatto, S 2004, Whats Making the Difference in Achieving Outstanding Primary
School Learning Outcomes in Numeracy?, APMC, vol. 9, no. 4, pp. 24-26.
Nicol, C & Bragg, L 2009, Designing problems: what kinds of open-ended problems do
preservice teachers pose, Deakin University, retrieved 18 August 2015, <
http://dro.deakin.edu.au/view/DU:30024772>.
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Reys, R.E, Roger, A, Falle, J, Bennett, S & Frid, S 2012, Helping Children with Problem
Solving, Helping Children Learn Mathematics, John Wiley & Sons Australia Ltd, Milton,
pp. 111-138.
Sullivan, P & Lilburn, P 2004, Extracts from open-ended maths activities, Opne-ended
maths activities: using good questions to enhance learning in mathematics, 2nd ed.,
Oxford University Press, South Melbourne, pp. 5-6.
Sullivan, P, Mousley, J & Zevenbergen, R 2005, Increasing access to mathematical
thinking, Australian Mathematical Society Gazette, vol. 32, no. 2, pp. 105-109.
Problem Picture 1
Location:
Melbourne Zoo
ESM410
Answers to Question 1
See appendix B
Enabling Prompt
What are two different ways you could represent the number of arms this starfish has?
AusVELS
Content strand/s, year, definition and code
Content strand: Recognise, model, represent and order numbers to at least 1000. Year: 2.
Definition: recognising there are different ways of representing numbers and identifying
patterns going beyond 100. Developing fluency with writing numbers in meaningful contexts.
Code: ACMNA027. (Australian Curriculum Assessment and Reporting Authority [ACARA], 2013)
Extending Prompt
Can you explain how you know what each of these representations means?
AusVELS
Content strand/s, year, definition and code
Content strand: Recognise, model, represent and order numbers to at least 1000. Year: 2.
Definition: recognising there are different ways of representing numbers and identifying
patterns going beyond 100. Developing fluency with writing numbers in meaningful contexts.
Code: ACMNA027. (Australian Curriculum Assessment and Reporting Authority [ACARA], 2013)
ESM410
Original Question:
What different ways can you think of to represent the number of arms this starfish has?
Rephrased Question:
Can you show me the different ways you know of to represent the number of arms this
starfish has? You can put them on paper or use some of the different classroom materials.
ESM410
Question 2
Can you please draw and label the different shapes you can see in this photo?
Answers to Question 2
See appendix C
Enabling Prompt
Can you please list three shapes you can see in this photo?
AusVELS
Content strand/s, year, definition and code
Content Strand: Describe and draw two-dimensional shapes, with and without digital
technologies. Year: 2. Definition: identifying key features of squares, rectangles, triangles,
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kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges
and corners. Code: ACMMG042. (Australian Curriculum Assessment and Reporting Authority
[ACARA], 2013)
Extending Prompt
What 3D shapes can you see in the picture? Draw and label.
AusVELS
Content strand/s, year, definition and code
Content Strand: Describe and draw two-dimensional shapes, with and without digital
technologies. Year: 2. Definition: identifying key features of squares, rectangles, triangles,
kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges
and corners. Code: ACMMG042. (Australian Curriculum Assessment and Reporting Authority
[ACARA], 2013)
Original Question:
Can you please draw and label the different shapes you can see in this photo?
Rephrased Question:
What 2D shapes can you see in this picture? Please draw and label them (including their
features) using the correct tools.
ESM410
Question 3
What do you think the chances are that a bird will land on this particular spot next? How can
you represent your answer?
Answers to Question 3
See appendix D
Enabling Prompt
How many available spots are there for a bird to sit on? What do you think the likelihood is of
a bird sitting on this spot next?
ESM410
AusVELS
Content strand/s, year, definition and code
Content Strand: Identify practical activities and everyday events that involve chance.
Describe outcomes as likely or unlikely and identify some events as certain or
impossible. Year: 2. Definition: classifying a list of everyday events according to how likely
they are to happen, using the language of chance, and explaining reasoning. Code:
ACMSP047. (Australian Curriculum Assessment and Reporting Authority [ACARA], 2013)
Extending Prompt
What if the pier was twice the size it was now? Would your answer change? Why/why not?
AusVELS
Content strand/s, year, definition and code
Content Strand: Identify practical activities and everyday events that involve chance.
Describe outcomes as likely or unlikely and identify some events as certain or
impossible. Year: 2. Definition: classifying a list of everyday events according to how likely
they are to happen, using the language of chance, and explaining reasoning. Code:
ACMSP047. (Australian Curriculum Assessment and Reporting Authority [ACARA], 2013)
Original Question:
What do you think the chances are that a bird will land on this particular spot next? How can
you represent your answer?
ESM410
Nikki Archdall 212121173
photos is that they create a curiosity in the students and a desire to explore possible
solutions (Bragg & Nicol 2011, p. 4).
Rephrased Question:
References for reflection on the trial of question 3:
Other References:
Appendices
Appendix A
Appendix B
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Appendix C
Appendix D
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Appendix E
Appendix F
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