@inproceedings{b074d948881b4153b4301ceb34baf2ce,

title = "Open-ended tasks which are not completely open: Challenges and creativity",

abstract = "Mathematics educators argue that open-ended tasks as a powerful tool for the development of students{\textquoteright} creativity in mathematics, while it is well known that solving open-ended tasks is challenging for students. Recently we argued that not every open-ended task is fully open, as even when a task has a multiplicity of solution outcomes completeness of the set of solution outcomes is possible. To make the distinction between openness and multiplicity and avoid ambiguity related to the term {\textquoteleft}openness{\textquoteright} we use the term {\textquoteleft}Multiple Outcomes Tasks{\textquoteright} (MOTs). In this paper we analyze students{\textquoteright} mathematical performance on two MOTs. We consider the completeness of the set of solution outcomes produced by a student as an indicator of his/her creativity due to the unconventionality of MOTs in regular classes. Our findings suggest that MOTs with continuous-infinite set of solution outcomes are more challenging than MOTs with discrete and finite sets.",

author = "Sigal Klein and Roza Leikin",

note = "Publisher Copyright: {\textcopyright} 2023, Psychology of Mathematics Education (PME). All rights reserved.; 46th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2023 ; Conference date: 16-07-2022 Through 21-07-2022",

year = "2023",

language = "American English",

isbn = "9789659311231",

series = "Proceedings of the International Group for the Psychology of Mathematics Education",

pages = "171--178",

editor = "Michal Ayalon and Boris Koichu and Roza Leikin and Laurie Rubel and Michal Tabach",

booktitle = "Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education, 2023",

}