The Open-Ended Approach started in 1970s. These problems are being used in mathematics lessons elementary through high school grades, and the lessons are called the Open-Ended Problem Solving now. The Open-Ended Problem Solving also has been widely regarded as an advanced style of teaching mathematics in the U.S. recent years.
Students participate more actively in lessons and express their Ideas more frequently.
Therefore, students are curious about other solutions, and they can compare with and discuss about their solutions each other. As students are very active, it brings a lot of interesting conversation to the classroom. Students have more opportunities to make comprehensive use of their mathematical knowledge and skills. Activities can be the opportunities to make comprehensive use of their mathematical knowledge and skills. There are various kinds of students in a mathematics classroom, since there are no tracking in Japanese classroom.