The orientation of the open-ended approach in mathematics education
In the previous section, we proposed to introduce this approach into classroom teaching and stated that such a proposal presupposes that students’ achievement of the higher objectives can be evaluated by their responses to open-ended problem. Now we propose to discuss the validity of the assumption and to explain our thinking about the orientation of the student activity that was stimulated by this approach in various stages of mathematical activity. Our discussion is based on the model of student activities shown in figure 1.1