Open-Ended Approach In Mathematics

ABSTRACT

Open-ended approach is a methodology theorized to encourage students to express and increase their own mathematical understanding. This paper investigated the effect of open-ended approach on the Mathematics performance of the Grade 9 students. Pretest-posttest control group design was utilized. Quantitative and qualitative data were obtained to evaluate students’ performance in both groups. Quantitative data were based on the worksheets scores and pretest-posttest scores while qualitative data were obtained in the students’ class participation based on average number of raised hands, and analysis of performance/experience during the teaching-learning process.

The experimental group performed better than the control group. The

It plays a concrete and intangible role to real-world perspectives. Mathematics, according to the Australian Curriculum Assessment and Reporting Authority (2013), has seven general domains enumerated as literacy, numeracy, information and communication technology, critical and creative thinking, personal and social capability, and ethical and intercultural understanding. Mathematics helps individual pose, understand, answer, and interpret word problems and instructions that contain its particular language features and to recognize and develop knowledge and skills, as well as apply such to real-world settings. It employs ICT capability to perform calculations, draw graphs, collect, manage, analyze, and interpret data, share, exchange information and ideas, and investigate and model concepts and relationships. Further, it helps individuals develop skills in initiative-taking, decision-making, communicating, budgeting, financial management, and understanding Statistics in everyday

It was concluded that the country is now deteriorating when it comes to the quality of education it offers. As reported by Merle Tan, Director of UP NISMED, in COMSTE conference (2008), Filipino students have consistently obtained scores below the international average in Science and Mathematics (in Guzman, 2009). Further, the Philippines ranked 36th out of 38th countries last 1999 TIMSS, and ranked 42nd out of 45 countries in the year 2003, and did not participate in 2007 and 2011 TIMSS (De Dios, 2013). Moreover, the NAT results in the previous years did not even reach an average of 50% indicating low mastery in the subject matter (Rodriguez,