The effect of using open-ended problems in primary school Geometry teaching

Abstract

Geometry is an essential part of mathematics, however numerous studies and international tests indicate weaker student achievements in geometry. Differentiated teaching with open-ended problems has improved learning in other areas of mathematics and it may benefit geometry as well. The goal of this study was to investigate whether the incorporating of open-ended problems can improve students’ achievements in geometry. A quasi-experimental study was conducted with students of the fifth and seventh grade of primary school. Results showed improved performance among older students, but no significant effect on younger students. This raises the question of the effectiveness of this approach with younger students.