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ESM410

Nikki Archdall 212121173

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.

References for the rationale:

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

Nikki Archdall 212121173

Problem Picture 1 - Questions


Grade level: 2
Question 1
What different ways can you think of to represent the number of arms this starfish has?

Answers to Question 1
See appendix B

AusVELS - Number and Algebra


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)

Enabling Prompt
What are two different ways you could represent the number of arms this starfish has?

Answers to Enabling Prompt


See appendix B

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?

Answers to Extending Prompt


See appendix B

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

Nikki Archdall 212121173

Report of Trialling Problem Picture 1


Childs pseudonym, age and grade level:
Clair, 8 years old & grade 2.

Original Question:
What different ways can you think of to represent the number of arms this starfish has?

Childs response to the question:.


See appendices A & E

Reflection on childs response:


Clair didnt really answer the question as I had expected, I have a feeling that she may have
been feeling some anxiety due to being singled out, or it could have been maths anxiety,
although I havent seen it in her previously. If there was anxiety it could have been caused by
lack of self-confidence or fear of failure, which are just two possibilities mentioned in Finlayson
(2014). Neither the enabling or extending prompts were used with Clair as she did give
answers to the original question but not quite enough to warrant moving on to the extending
prompt. The question showed that Clair is very confident in her counting and some skip
counting but was reluctant to move beyond the verbal or to use different materials.
The question did link to the intended AusVELS content; recognising there are different ways
of representing numbers and identifying patterns going beyond 100(Australian Curriculum
Assessment and Reporting Authority [ACARA], 2013), in that Clair modelled some different
ways of representing numbers. I might change the question a little if given the chance to use
the picture in the future.

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.

References for reflection on the trial of question 1:


Finlayson, M 2014, Addressing Maths Anxiety in the
Classroom, Improving Schools, vol. 17, no. 1, pp. 100-115.

ESM410

Nikki Archdall 212121173

Problem Picture 2 - Questions


Grade level: 2
Location: Lions club park, Lakes Entrance

Question 2
Can you please draw and label the different shapes you can see in this photo?

Answers to Question 2
See appendix C

AusVELS - Measurement and Geometry


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)

Enabling Prompt
Can you please list three shapes you can see in this photo?

Answers to Enabling Prompt


See appendix C

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.

Answers to Extending Prompt


See appendix C

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)

Report of Trialling Problem Picture 2


Childs pseudonym, age and grade level:
Clair, 8 years old & grade 2.

Original Question:
Can you please draw and label the different shapes you can see in this photo?

Childs response to the question:


See appendices A & F

Reflection on childs response:


Clair went beyond what I was expecting with the original question and actually moved into the
extending prompt territory on her own, she listed both 2D & 3D shapes, although her drawing
doesnt illustrate it as much. Clair has great recall when it comes to different shapes but her
drawing of them was very quick and unsubstantial, she didnt think about the need for
accuracy in shapes. Clairs answer is in line with the requirements of the AusVELS content
strand but I would prefer to delve deeper and explore her drawing of shapes and her
understandings around their different features. In the future I might use a more direct
approach, one that asks for students to represent a mathematical idea in various ways
(Reys et al 2012, p. 117), perhaps giving them concrete materials to explore 3D shapes or
have a requirement of the shapes being drawn using the correct tools (just to see if they
realise the importance of such tools in shape drawing).

Rephrased Question:
What 2D shapes can you see in this picture? Please draw and label them (including their
features) using the correct tools.

References for reflection on the trial of question 2:

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.
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ESM410

Nikki Archdall 212121173

Problem Picture 3 - Questions


Grade level: 2
Location: Lakes Entrance, Main street pier

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

AusVELS - Statistics and Probability


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)

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

Nikki Archdall 212121173

Answers to Enabling Prompt


See appendix D

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?

Answers to Extending Prompt


See appendix D

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)

Report of Trialling Problem Picture 3


Childs pseudonym, age and grade level:
Clair, 8 years old & grade 2.

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?

Childs response to the question:


See appendix A

Reflection on childs response:


Clairs answer to this question was much simpler than I thought it would be, she went straight
for a fraction, didnt give in to the possibility of their being more than four spots for a bird to
sit next, and only gave one representation. She didnt answer my extending prompt as I had
expected either, she was very sure in her answer and didnt elaborate on her thinking. Clair
showed her strength in fractions, possibly because they had been doing fractions in class
recently but didnt manage or even try to explain her thinking or go beyond fractions. Clair
went beyond the AusVELS requirement of using phrases such as likely or unlikely to classify
events and instead gave it a numerical value. I think if given the chance again I wouldnt just
change the question I asked but also the photo as it didnt seem to inspire any curiosity in
Clair as a good problem photo prompt should; an important aspect of open-ended problem
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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:

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.

Australian Curriculum Assessment and Reporting Authority,


2013, The Australian Curriculum, retrieved 19 August 2015, <
http://www.australiancurriculum.edu.au>.

Appendices
Appendix A

Appendix B

ESM410

Nikki Archdall 212121173

Appendix C

Appendix D

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Nikki Archdall 212121173

Appendix E

Appendix F

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