Socially Open-Ended Problems for Enriching Student Learning with Mathematical Models and Social Values

Baba, Takuya; Shimada, Isao

doi:10.1007/978-3-030-16892-6_12

Cited by 11 publications

(12 citation statements)

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“…The Open-ended learning method emphasizes Open-ended problems to students so that their mathematical analytical thinking ability can be developed through problem-solving, various techniques, method, or strategies to find solutions (Baba & Shimada, 2019;Bernard & Chotimah, 2018;H. T. Damayanti & Sumardi, 2018;Kurniawan et al, 2018;Lubis et al, 2019;Sapta et al, 2019;Wulansari, 2019), appreciates students' answers, and pay attention to their cognitive domain (Magelo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments)

Anggoro

Puspita

Pratiwi

et al. 2021

ajpm

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Analytical thinking is a skill to unite the initial process, plan solutions, produce solutions, and conclude something to produce conclusions or correct answers. This research aims to 1) determine whether there are differences in students' mathematical, analytical thinking skills between classes that use the Open-ended learning method and classes that use the lecturing method, 2) to find out whether there are mathematical, analytical thinking skills differences between students with high, moderate, and low self-awareness criteria, and 3) to find out whether there is an interaction between Open-ended learning method and self-awareness toward students' mathematical-analytical thinking skills. This research employs a quasi-experimental design. Based on the data and data analysis, this research is mixed-method research, and the design used in this research is the posttest control group design. This research was conducted on students who have studied the Real Analysis Courses. Based on the results of hypothesis testing, it was found out that, first, there are differences in students' mathematical-analytical thinking skills between the class that uses the Open-ended learning method and the class that uses the lecturing method. Second, there are mathematical-analytical thinking skills differences between high, moderate, and low self-awareness criteria. Third, there is no interaction between the Open-ended learning method with self-awareness of students' mathematical-analytical thinking skills.

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Section: Introductionmentioning

confidence: 99%

Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments)

Anggoro

Puspita

Pratiwi

et al. 2021

ajpm

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show abstract

“…In this research, we have built a theoretical framework for SCOEPs that extends socially open-ended problems (Baba & Shimada, 2019), to construct a model curriculum for critical mathematics education in engaging with trans-scientific problems. Based on this theoretical framework, it is initially implementable in the school mathematics curriculum in Japan.…”

Section: Discussionmentioning

confidence: 99%

“…problems, socially open-ended problems (Baba & Shimada, 2019) have recently attracted much attention. Indeed, theoretical and empirical research based on socially open-ended problems are being conducted in Japan and abroad (e.g.…”

Section: )mentioning

confidence: 99%

“…A solution of 10 couches, whereby all students get along well and are seated in groups of 3, would also be a possible mathematical solution based on the children's related social value of fairness (the mathematical formulation here is 3 × 10 = 30). The mathematically open-ended approach focuses primarily on the mathematical aspects of www.jerm.or.kr 361 Figure 2 Socially open-ended problem 'Matoate' at the elementary school level (Baba & Shimada, 2019, p. 176) the problem, while the socially open-ended problem approach utilises both the mathematical solutions and the associated social values to foster decision-making ability (Baba & Shimada, 2019). In recent years, several educational practices based on this teaching method have been devised, including:…”

Section: Specific Examples Of Socially Open-ended Problemsmentioning

confidence: 99%

“…The socially open-ended problem (Matoate) in Figure 2 was introduced by Baba and Shimada (2019) in the elementary school by which stage mathematical models based on social values were common in the classroom, including kindness to the first-grader and fairness and equality. It is apparent that, when comparing the beginning and the end of the lesson, a refinement of students' thinking about mathematical models occurs.…”

Section: Specific Examples Of Socially Open-ended Problemsmentioning

confidence: 99%

See 2 more Smart Citations

Development of Socio-Critically Open-Ended Problems for Critical Mathematical Literacy

Hattori

Fukuda

Baba

2021

Kor Soc Edu Stu Mathematics -J Edu Re Mathematics

Self Cite

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The purpose of this study is to propose socio-critically open-ended problems (SCOEPs) as a novel theoretical framework for nurturing students' critical mathematical literacy while respecting diverse values embedded in transscientific problems. First, we outline the socially open-ended problem─which is of current interest to Japanese researchers of critical mathematics education─and describe its nature and significance. Second, we derive issues from current research on social justice and ethics in mathematics education using a literature interpretive methodology and build a theoretical framework of SCOEPs to develop socially open-ended problems. We present several potential examples of classroom practices based on the SCOEPs framework that were implemented in Japanese schools to explore the impact of these questions on student's engagement and thinking processes.We found evidence that the objectives of nurturing both social judgment skills within an ethical framework, as well as fostering mathematically and socially diverse solutions for authentic problems are integrated in SCOEPs.The framework can be described as the coexistence of the process of fostering social decision-making through mathematical thinking and the process of critically considering mathematical thinking to achieve social justice. This proposal has significant implications for the future directions of mathematics education in the 21st century.

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Values and Valuing in Mathematics Education

2024

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Socially Open-Ended Problems for Enriching Student Learning with Mathematical Models and Social Values

Cited by 11 publications

References 4 publications

Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments)

Mathematical-Analytical Thinking skills: The Impacts and Interactions of Open-ended Learning Method & Self-Awareness (Its Application on Bilingual Test Instruments)

Development of Socio-Critically Open-Ended Problems for Critical Mathematical Literacy

Values and Valuing in Mathematics Education

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