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Izvorni znanstveni članak
https://doi.org/10.15516/cje.v22i1.3316
Role of Open-ended Tasks in the Development of Activities and the Creative Thinking of Students
Dragana Savic
orcid.org/0000-0002-0919-5049
; PhD student
Faculty of Mathematics
University of Belgrade
| Puni tekst: engleski, pdf (261 KB) | str. 287-305 | citiraj | |
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APA 6th Edition Savic, D. (2020). Role of Open-ended Tasks in the Development of Activities and the Creative Thinking of Students. Croatian Journal of Education, 22 (1), 287-305. https://doi.org/10.15516/cje.v22i1.3316 MLA 8th Edition Savic, Dragana. "Role of Open-ended Tasks in the Development of Activities and the Creative Thinking of Students." Croatian Journal of Education, vol. 22, br. 1, 2020, str. 287-305. https://doi.org/10.15516/cje.v22i1.3316. Citirano 02.07.2020. Chicago 17th Edition Savic, Dragana. "Role of Open-ended Tasks in the Development of Activities and the Creative Thinking of Students." Croatian Journal of Education 22, br. 1 (2020): 287-305. https://doi.org/10.15516/cje.v22i1.3316 Harvard Savic, D. (2020). 'Role of Open-ended Tasks in the Development of Activities and the Creative Thinking of Students', Croatian Journal of Education, 22(1), str. 287-305. https://doi.org/10.15516/cje.v22i1.3316 Vancouver Savic D. Role of Open-ended Tasks in the Development of Activities and the Creative Thinking of Students. Croatian Journal of Education [Internet]. 2020 [pristupljeno 02.07.2020.];22(1):287-305. https://doi.org/10.15516/cje.v22i1.3316 IEEE D. Savic, "Role of Open-ended Tasks in the Development of Activities and the Creative Thinking of Students", Croatian Journal of Education, vol.22, br. 1, str. 287-305, 2020. [Online]. https://doi.org/10.15516/cje.v22i1.3316 |
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| Puni tekst: hrvatski, pdf (261 KB) | str. 287-305 | citiraj | |
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APA 6th Edition Savic, D. (2020). Uloga zadataka otvorenoga tipa u razvoju aktivnosti i kreativnoga mišljenja učenika. Croatian Journal of Education, 22 (1), 287-305. https://doi.org/10.15516/cje.v22i1.3316 MLA 8th Edition Savic, Dragana. "Uloga zadataka otvorenoga tipa u razvoju aktivnosti i kreativnoga mišljenja učenika." Croatian Journal of Education, vol. 22, br. 1, 2020, str. 287-305. https://doi.org/10.15516/cje.v22i1.3316. Citirano 02.07.2020. Chicago 17th Edition Savic, Dragana. "Uloga zadataka otvorenoga tipa u razvoju aktivnosti i kreativnoga mišljenja učenika." Croatian Journal of Education 22, br. 1 (2020): 287-305. https://doi.org/10.15516/cje.v22i1.3316 Harvard Savic, D. (2020). 'Uloga zadataka otvorenoga tipa u razvoju aktivnosti i kreativnoga mišljenja učenika', Croatian Journal of Education, 22(1), str. 287-305. https://doi.org/10.15516/cje.v22i1.3316 Vancouver Savic D. Uloga zadataka otvorenoga tipa u razvoju aktivnosti i kreativnoga mišljenja učenika. Croatian Journal of Education [Internet]. 2020 [pristupljeno 02.07.2020.];22(1):287-305. https://doi.org/10.15516/cje.v22i1.3316 IEEE D. Savic, "Uloga zadataka otvorenoga tipa u razvoju aktivnosti i kreativnoga mišljenja učenika", Croatian Journal of Education, vol.22, br. 1, str. 287-305, 2020. [Online]. https://doi.org/10.15516/cje.v22i1.3316 |
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Sažetak
Abstract
The subjects of this research work are open-ended tasks which importance can be seen in the fact that they enable different approaches to reach different possible solutions that are appropriate to levels of student understanding. The basic importance of the tasks of this kind lies in the fact that they can be used to learn different strategies, deepen students' mathematical knowledge and develop their creative mathematical thinking. The approach to solving of open-ended tasks is a step closer to connecting of students' mathematical literacy and real-life situations.
This paper aims to investigate the effects of open-ended tasks in teaching mathematics on the outcome of learning mathematics and the opinion of students and teachers about it. By comparing the students’ answers it was concluded that there is no statistically significant difference in test results of experimental group solving open-ended tasks in relation to control group that solved closed tasks. This is justified by greater experience of students gained in solving closed tasks. By analysing the activity in task solving it was concluded that there is statistically significant difference of experimental group in relation to control group.
Key words: class activity; communication; levels of student knowledge; open-ended and closed tasks.
Hrčak ID: 238098
URI
https://hrcak.srce.hr/238098
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