Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Using Open-Ended Problems to Enhance Students' Mathematical Modeling Skills: Where Should We Build the Hospital?

Document Type : Original Article

Authors
Mojtaba Asadi 1
Reza Heidari Ghezeljeh 2
1 Master's Graduate in Mathematics Education, Farhangian University & Math Teacher, Karaj
2 Department of Mathematics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
10.22034/tpcj.2024.472372.1034
Abstract
The purpose of this research was to investigates the impact of teaching mathematics through open-ended problems on enhancing students’ mathematical modeling skills. The study was conducted using a quasi-experimental method, with two experimental and control groups. The sample included 64 Grade 8 students in one of the cities of Alborz province during the 2022-2023 academic year. The students were divided into two homogenious classes of 32, based on their first mathematics exam scores as pre-test. The research conducted at the end of school year and after the curriculum was covered fully. The experimental group participated in five sessions using open-ended problems that required mathematical modeling skills. The control group received five sessions of solving routine mathematics problems. The data collected at the post-test via a mathematical modeling problem. Students’ solutions were evaluated based on Blum’s (2011) modified modeling cycle. The results showed that students who worked on open-ended problems that required modelling skills, performed better and employed more creative strategies in solving the post-test mathematics problem. Thus the research concludes that open-ended problems could contribute to enhancing the Grade 8 students’ mathematical problem-solving and their modeling skills.
Keywords
Open-ended problems
Communication
Divergent thinking
Mathematical modeling
Mathematics curriculum

Subjects

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