The state requires leaders who own intelligence and characters. Indonesia as a developing country is clearly very interested in finding out how to integrate the character values into the learning process in the classroom. Japan becomes a destination because it can provide character education to its students. Research Team of Universitas Negeri Semarang (UNNES) held collaborative research with Prof. Takuya Baba, Ph.D. from Hiroshima University, Japan as the Partner Lecturer. The purpose of this qualitative research was to get input on how elementary school teachers in Japan integrate the character values in learning, especially in math lessons. Its main activities, conducting class observations, interviews, Focus Group Discussion, and triangulation with guidance from the Partner Lecturer. The research site was Miyauchi Elementary School of Hiroshima and at IDEC of Hiroshima University. As a result, the UNNES research team obtained ways to integrate the values of characters in learning, especially in math lessons. The result of this research is expected to be applied at elementary schools in Semarang, Indonesia.

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Mathematical literacy is the ability of individuals to formulate, use, and interpret mathematics in various contexts. NCTM has formulated 5 competencies in mathematics learning, namely mathematical problem solving, mathematical communication, mathematical reasoning, mathematical connection, and mathematical representation. These five abilities are included in mathematics literacy abilities and must be possessed by all students. High-level thinking is a thought activity that includes aspects of problem solving, critical, creative, metacognitive to achieve certain goals, which in the domain of Bloom’s Taxonomy conducts the analysis, synthesis and evaluation of a problem. The ability of mathematical literacy will encourage students to be able to think at a high level because in mathematics literacy students will be required to use all critical and creative thinking to be able to formulate and interpret mathematics in various contexts so that the highest level of mathematical skills (level 6) can be achieved.

<p>This article is based on research cooperation of Foreign Affairs in the first year, which was<br />carried out between the team of lecturers from the Department of Mathematics Education<br />Unnes (Indonesia) with Dr. Chin Kin Eng, a lecture of Mathematics Education from Universiti<br />Malaysia Sabah. The main objective of this research in the first year is to uncover the cause of<br />the students error in resolving Discrete Mathematics by Newman Errors Analysis (NEA). The<br />Results of this research will be used as the basis for the subsequent research that reveal the<br />mathematical creativity of the students. Outcomes of this research is the publication of research<br />results in the International Journal and seminar at the international level. As a qualitative<br />research, data collection through an analysis of the results of tests, questionnaires, observations,<br />and interviews. Data analysis are data reduction, exposure of data, synthesising the data,<br />triangulation, and the inference/verification. According to research, known that students errors<br />in resolving discrete mathematics caused by: (1) the student did not know the meaning of a<br />symbol or an existing term in the problem (Reading Errors), (2) the student did not understand<br />the meaning of the problem, namely the student fails to write what is known and what is being<br />asked (Comprehension Errors), (3) students forgot a formula that will be used or<br />strategy/procedure what to do (Transformation Errors), (4) students could not make the<br />problem-solving algorithms in sequence and correctly (Process Skills Errors), (5) the student<br />could not answer according to the question (Encoding Errors), and (6) the student could not<br />translate well, especially about which was written in English (Language Errors). Errors caused<br />by carelessness students (Careless Errors) was not found. After giving Learning Therapy for<br />the provision to resolve a problem through the algorithm and the correct sequence, the causes<br />of the error of some students could be minimized, so that the number of students who were<br />experiencing errors could also be reduced. Results of this research became the basis for<br />continued research in the second year, which will be revealed and developed the mathematical<br />creativity of students with prepare advanced research instruments.</p>

The purpose of this article is to examine the lecturers’efforts to foster students’ Mathematical Creativity as part of the 4C Competency to enter the 21st Century, which students must have. The review of this article is based on the results of the Dissertation research conducted by a qualitative approach. The subject of this research, by taking 6 students of Mathematics Education of FMIPA of UNNES. The main activities of this basic research were: (1) identifying the scaffolding stages by the lecturer to foster students’ Mathematical Creativity; (2) analyse the fundamental thinking to foster students’ Mathematical Creativity through the provision of open ended problems. The results: (1) The scaffolding stage was identified by the lecturer to foster students’ Mathematical Creativity. (2) Obtained the results of an analysis of fundamental thinking to foster the students’ Mathematical Creativity through the provision of open ended problems. Suggestion: To prepare the students as teachers candidate in the 21st century, students need to grow their Mathematical Creativity competencies. Students must also be trained to be able to create of open ended problems based on HOTS.