Reflection 8

Find or take a photograph that can be used as a stimulus for a maths learning experience in measurement or space. Upload it and list 3 open ended questions you would pose to the children. Support your ideas with literature.

It has been said that open-ended questions are an engaging and powerful took used to create a diverse learning experience for young learners. (Begg & Cavagna, 2009, p. 16) This method of teaching allows students to experience a higher order of thinking skills. There are many open-ended questions that can be made surrounding the image provided.

·       There are many different shapes in this picture. How many can you name? write the name of each shape down

·       Find two shapes in the picture, they can either be the same or different. Using a ruler, measure the sides of the shape and determine the perimeter of the two shapes.

·       Design your own stained glass window using the shapes you can see in the image. You can also use different shapes that you cannot see.

As stated by Wendy Conklin (2009), “open-ended tasks are among the easiest to differentiate because they allow for creativity with answers and ideas” (p. 190). I believe that open-ended questions are a vital resource to be used in my future lessons. Setting the above questions will allow a teacher to develop their understanding of their students abilities.

Begg, M., & Cavagna, A. (2009). Isometric drawing opening up the activity to reveal student learning, Australian Primary Mathematics Classroom, 14(2), 16. Retrieved from http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?id=GALE%7CA206688395&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=c6b33da3430590a399adf59e6fa34957

Conklin, W. (2009). Differentiation Strategies for Mathematics. Retrieved from https://books.google.com.au/books?id=HJ_FXhkg5-MC&dq=why+use+open-ended+tasks+in+mathematics&source=gbs_navlinks_s