Investigating the Effect of Mathematics Education Based on Open-Answer Problems on Student-Teacher Learning and Attitudes

Document Type : Original Article

Author

Department of Mathematics Education, Farhangian University, p.o.Box 14665-889, Tehran,Iran

Abstract

Extended Abstract
 Investigating the Impact of Open-Ended Problem-Based Instruction on Mathematics Learning and Attitudes among Pre-service Elementary Teachers
Introduction: While traditional mathematics education often emphasizes content mastery and procedural fluency, contemporary pedagogical shifts highlight the necessity of fostering higher-order cognitive skills, such as divergent thinking, mathematical reasoning, and flexible problem-solving. Open-ended problems—those that allow for multiple solution pathways and diverse mathematical representations—serve as a critical tool in bridging the gap between formal mathematical instruction and authentic problem-solving experiences. However, the implementation of such approaches remains a challenge in many instructional settings. The primary objective of this study was to examine the effectiveness of open-ended problem-based instruction on two key dimensions of pre-service elementary teachers’ mathematical development: (1) mathematical learning achievement and (2) mathematical attitudes. The research specifically targeted pre-service teachers at Farhangian University to assess how this instructional intervention influences their pedagogical readiness and conceptual understanding.
Methods and Data: This study employed a quasi-experimental research design, utilizing a pre-test/post-test control group approach. The sample consisted of male pre-service elementary education students at the Shahid Beheshti Campus of Farhangian University, Hormozgan, during the 2022–2023 academic year. Participants were randomly assigned to either an experimental group, which received eight sessions of open-ended problem-based instruction, or a control group, which followed traditional teaching methods. Data were collected using two primary instruments: the Palacios, Arias, and Arias (2014) Mathematics Attitude Scale and a researcher-developed assessment tool designed to evaluate mathematical knowledge and the ability to employ open-ended problem-solving strategies. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA) via SPSS version 18.
Findings: The findings indicate that instruction based on open-ended problems significantly enhances both the mathematical learning outcomes and the mathematical attitudes of pre-service teachers compared to traditional instructional methods. The integration of multiple-solution problems facilitated deeper cognitive engagement, allowing participants to move beyond rote memorization toward a more robust understanding of mathematical structures and reasoning processes.
Discussion and Conclusion: The study concludes that incorporating open-ended problem-solving into mathematics curricula is an effective strategy for improving both academic achievement and affective domain outcomes (attitudes) among pre-service teachers. Given their future roles as elementary educators, fostering proficiency in open-ended instruction is essential for preparing teachers who can cultivate critical thinking, creativity, and mathematical inquiry in their future classrooms.
 

Keywords

References

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Quarterly Journal of Education Studies
Volume 12, Issue 45
June 2026
Pages 1-19

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