Author(s): ZHANG Qiao-ping, TANG Cai-bin, Department of Mathematics and Information Technology, The Education University of Hong Kong, Hangzhou Shidai Primary School
Pages: 61-64
Year: 2019 Issue:  6
Journal: Journal of Mathematics Education
Keyword:  competency-based teaching; open-ended problems; mathematical competency; mathematics teaching; core competency;
Abstract: The competency-based mathematics teaching needed to cultivate students’ key abilities in mathematical thinking, reasoning, communication, analysis and judgment within different problem situations, as well as their positive learning attitudes. Although the open-ended approach had been proposed earlier in China, it was not well emphasized in classroom teaching and was worthy our further exploration. Open-ended mathematics problems could help students gain confidence and provide opportunities for students to think problems from multiple perspectives. Students with different abilities could generate their own mathematical thinking in the process of solving open questions, which formed the mathematical discussions and communications in the classroom and in turn enhanced students’ higher-order-thinking skills.