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dc.contributor.authorZhu, Yan-
dc.contributor.authorTan-Foo, Kum Fong-
dc.identifier.citationPaper presented at the international conference on education, Redesigning Pedagogy: Research, Policy, Practice, National Institute of Education, Nanyang Technological University, Singapore, 2005-
dc.description.abstractOpen-ended tasks are one mode of alternative assessment used in mathematics. This study is part of a larger research project on integrating alternative assessment strategies into mathematics daily teaching and learning. It investigates secondary one students’ performance in solving open-ended problems in Singapore context. Over three hundred secondary one students from one high-performing school and one non-high performing school participated in this study. The test consists of three open-ended tasks, covering both arithmetic and geometry. The openness of the problems includes two aspects – multiple approaches, which allow students to begin working on the problems using different approaches, and multiple acceptable answers (i.e., more than one correct answer). The results reveal that the majority of students adopted “trial and error” as the only strategy, which limited the number of possible solutions that most students can obtain. The students also experienced much difficulty in organizing their solutions. The results suggest that more variety of problem solving strategies need to be taught and documentation is another important skill that needs to be paid attention to in problem solving.en
dc.rightsCopyright protected. Permission to publish required.-
dc.subjectalternative assessmenten
dc.subjectproblem solvingen
dc.titleAn analysis of Singapore secondary students’ performance on open-ended tasks in mathematicsen
dc.typeConference Paperen
dc.description.projectCRP 24/03 FLH-
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