An open-ended problem about a circle illustrates how problem-based instruction can enable students to develop reasoning and sense-making skills.

Contributor Notes

Gloriana GonzÁlez, ggonzlz@illinois.edu, is an assistant professor of mathematics education in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. Her research interests include problem-based instruction and the teaching and learning of geometry.

Anna F. Dejarnette, fricano1@illinois.edu, is a doctoral student in the College of Education at the University of Illinois at Urbana-Champaign. She is interested in how students make sense of mathematical ideas.

(Corresponding author is GonzÁlez ggonzlz@illinois.edu)(Corresponding author is Dejarnette fricano1@illinois.edu)
The Mathematics Teacher

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