Abstract

Problem solving is a central mathematical task and a highly valued objective in math education. The use of open-ended problems promotes understanding, creativity, motivation and self-confidence, since all pupils can succeed in providing some solutions. But implementing lessons using open-ended problem solving is not a common practice in Finnish and Chilean classrooms. In this paper we present results from a three-year follow-up Finland–Chile research project that introduces this activity in third grade classes. The lessons are videotaped and the pupils work collected and analyzed with common categories in both countries. For a particular arithmetic task we show how the introduction of the open-ended problem, particularly the aim declared by the teacher, influences the performance of the pupils in solving the task.