Document Type


Publication Date

Summer 6-2023


Engaging students in meaningful mathematics problem-solving is the intention of many education stakeholders around the world. Research suggests that the implementation of high-stakes problems in mathematics teaching is one way to strengthen students’ conceptual understanding. Many carefully crafted open-ended problems constitute high-stakes problems, and proper use of such problems in teaching and learning not only encourages learners’ flexible thinking but also helps detect their misconceptions. However, what is less practiced and understood is: how exactly one should aim to implement such problems in a classroom setting. Teaching pre-service middle school teachers for a few years using high-stakes (mostly open-ended problems) has given me insights that may be useful to teachers around the world. In this paper, we share my experience of teaching with high-stakes problems. We will demonstrate how user-friendly interactive graphing tools can be used in the creative process of problem-solving.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.