n Learning and Teaching Mathematics - A multiple solution task

Volume 2019 Number 26
  • ISSN : 1990-6811


A number of recent articles in Learning and Teaching Mathematics have highlighted the value inherent in multiple solution tasks (e.g. De Villiers, 2016, 2017; Pillay, 2017; Samson, 2017; Stupel, Sigler & Tal, 2018, Wiggins 2018). Questions that lead to multiple and varied solutions allow for the exploration of the interconnected nature of mathematics. In addition, exploring and engaging with multiple solution tasks encourages reflection and flexibility of thought, two important mathematical habits of mind. In this article we present a carefully crafted question, adapted from a Cambridge A Level examination (9709/33 May/June 2017), which allows for a wide variety of solution approaches accessible to high school students. A number of these different approaches are illustrated.

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