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Open ended tasks and barriers to learning : teachers' perspectives

Zevenbergen, Robyn, Sullivan, Peter and Mousley, Judy 2001, Open ended tasks and barriers to learning : teachers' perspectives, Australian primary mathematics classroom, vol. 6, no. 1, pp. 4-9.

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Title Open ended tasks and barriers to learning : teachers' perspectives
Author(s) Zevenbergen, Robyn
Sullivan, Peter
Mousley, JudyORCID iD for Mousley, Judy orcid.org/0000-0003-1119-566X
Journal name Australian primary mathematics classroom
Volume number 6
Issue number 1
Start page 4
End page 9
Publisher Australian Association of Mathematics Teachers
Place of publication Adelaide, S. Aust.
Publication date 2001-03
ISSN 1326-0286
1839-4833
Summary Examines barriers to learning mathematics when using an open-ended task teaching strategy. Features of an open-ended task; Benefits of an open-ended task; Problems concerning multiplicity of responses and contexts in an open-ended task.

Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2001, APMC
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008372

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.