Honors Projects


The purpose of this action research is to observe and analyze students’ responses to open-ended questions, examine student engagement in assessment, and to gauge a reasonable timetable of how long students are predicted to work through them. A great amount of research has been conducted regarding the benefits and impact of open-ended problems in K-12 classrooms, but very little research has focused on the proper amount of time that should be allotted for them. This action research aims to establish a general rule for determining the proper amount of time allotted for open-ended problems. Implications for mathematics teachers will be discussed.


Integrated Mathematics Education

First Advisor

Gabriel Matney, Ph.D

First Advisor Department

School of Teaching and Learning

Second Advisor

Jake Burgoon

Second Advisor Department

Educational Foundations, Leadership and Policy

Publication Date

Spring 4-2022