ASPIRE model (analysis, scaffolding, project, investigation, reaction, and evaluation) for mathematical creative thinking ability

Abstract

ASPIRE model is an innovation in mathematics learning that is expected to develop mathematical creative thinking ability. The aspects of the ASPIRE model consists of analysis, scaffolding, project, investigation, reaction and evaluation. The research aims to describe the steps of the ASPIRE model. analysis is the stage where students are analyzed their abilities through filling out questionnaires or online tests so the teacher understands the ability of students and gives them treatment according to their abilities. Scaffolding stage is the provision of assistance, motivation, and direction to students in conducting learning activities. Project stage is implementing learning material in a project assignment. Investigation stage is the process of investigating the results of project tasks and communicating them so that they can be compared with the acquisition of others. Reaction stage is applying of problems related to the material in project task. Evaluation is the stage of testing the ability of students individually. The ASPIRE model is a combination of project-based learning models, problem-based learning, and investigative learning that all three learning models are considered capable of developing mathematical creative thinking ability.

Applying scaffolding technique in Problem Based Learning (PBL) model on students’ mathematics problem solving ability

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Using interactive learning objects in teaching accounting sciences: a case study

“…In addition, this teaching approach is integrated with a project-based learning approach carried out through an electronic education system with the support of the application's learning resources. Therefore, it is expected that the development of creative thinking in mathematics at the educational level can provide new perspectives on solving mathematical problems, assessing dimensions of creative thinking in mathematics through aspects such as fluency, flexibility, depth, and originality (Munahefi et al, 2023).…”