Correlations among Perception, Emotion and Behavior in Sustainable Development of Mathematical Creativity Competency of Primary School Students in Vietnam

Abstract

Vietnam is currently in the process of renovating the general educational curriculum, shifting from a content-based to a competency-based approach, with mathematical creativity as one of the core competencies. This paper aims to determine the correlations of perception, emotion, and behavior in sustainable development of mathematical creativity for primary school students in Vietnam. Analysis of 5th graders’ survey results in different regions in Vietnam (N = 903) shows that perception and emotion are highly correlated with the p-value Sig. (2-tailed) = 0.000 (<0.01); emotion and behavior are also correlated positively with the p-value Sig. (2-tailed) < 0.01, while perception and behavior also have a positive correlation with the p-value Sig. < 0.01. From the analysis, there are positive correlations of perception, emotion, and behavior, in which the role of emotion has the strongest effect on the process of teaching mathematical creativity for Vietnamese primary school students. At the same time, the analysis results show that there is no vast difference between students’ perception, emotion, and behavior amongst the urban, plain, and mountainous areas in Vietnam. The paper affirms the necessity to discover and strengthen students’ mathematical creativity from the primary school levels to equip human resources with essential competencies to face future obstacles in achieving sustainable development.
 
 Received: 19 October 2021 / Accepted: 7 December 2021 / Published: 3 January 2022

Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?

“…Fostering students' mathematical creativity is critical for realizing their future aspirations (Lubart et al, 2013;Vu et al, 2022). Creativity in mathematics is defined as the ability to solve various mathematical problems (Isyrofinnisak et al, 2020).…”

“…With this discernment, the interventions introduced within the framework of mathematics instruction are likely to yield a constructive impact on nurturing student creativity. This, in turn, bears implications for the optimization of mathematics learning accomplishments in alignment with curriculum objectives, consequently supporting the realization of students' future aspirations (Lubart et al, 2013;Ovando-Tellez et al, 2022;Vu et al, 2022).…”