PME-NA

Proposed Framework for Describing Openness as a Characteristic of Mathematics Tasks

• In Event: Tasks and Curriculum

Description

In mathematics education, we often refer to a task as ‘open’ or ‘open-ended’ without explicitly defining terms. Furthermore, existing frameworks for openness do not fully capture the ways and extents to which as task can be open. This is particularly true with regards to certain genres of tasks that have recently gained increased traction in the field. In this theoretical brief report, after describing the current state of the field’s consideration of openness, I propose a framework for openness that builds upon the most useful elements of past frameworks while also expanding upon existing ideas in order to allow for currently emerging genres of tasks. Ultimately, this framework considers openness in terms of entry points, strategies, and answers. A task can be open to varying extents across these dimensions. Clarity and consistency are crucial in order to proceed with related research.

Author

• Emily Mainzer, York College of Pennsylvania