Effect of Assignment Projects on Students' Mathematical Activity

The object of the work described in this paper was to explore and enhance student mathematical activity in open problem-solving situations. Assignment projects for high-achieving ninth graders were developed within a framework of cognitive and affective goals. A comparative evaluation study of the effectiveness of the projects in enhancing student mathematical activity in a pretest-posttest design (N=385) indicated that they were effective. During this study it became clear that teachers needed more practical support. Therefore, a diagnostic study (N=30) was undertaken, which led to the establishment of a link between a categorization of student difficulties and a hierarchy of guidance. A subsequent study in six classes (N=167) examined the applicability of the diagnostic guidance.