Abstract
It is common for students in their mathematical studies to encounter problems that have unique answers that are uniquely determined. Due to these experiences, students often come to hold the belief that there is only one correct answer, and only one correct way to answer, to every problem. This can make it very difficult for classroom teachers to elicit certain mathematical ideas from students.
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References
Becker, Jerry P. and Shigeru Shimada, eds. The Open - Ended Approach: A New Proposal for Teaching Mathematics. Translated from the 1977 Japanese version by Shigeru Shimada, ed. Reston. Va: National Council of Teachers of Mathematics, 1997.
Hashimoto, Yoshihiko and Jerry Becker. “The Open approach to Teaching Mathematics — Creating a Culture of Mathematics in the Classroom: JAPAN” in Linda J. Sheffield edit, Developing Mathematically Promising Students, pp. 101–119, NCTM, 1999.
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© 2004 Kluwer Academic Publishers
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Hashimoto, Y. (2004). Eliciting Mathematical Ideas from Students: Towards its Realization in Japanese Curricula. In: Fujita, H., Hashimoto, Y., Hodgson, B.R., Lee, P.Y., Lerman, S., Sawada, T. (eds) Proceedings of the Ninth International Congress on Mathematical Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-9046-9_22
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DOI: https://doi.org/10.1007/978-94-010-9046-9_22
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