Creativity and school mathematics: some modest observations

Sheffield, Linda Jensen

doi:10.1007/s11858-013-0484-8

Cited by 30 publications

(20 citation statements)

References 13 publications

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“…Just like other skills, mathematical creative thinking can be learned through the teaching and learning process that required students to construct their knowledge via problem solving. In addition, Sheffield (2013) stated that encouraging and supporting the development of mathematical creativity have the added benefit to increasing students enjoyment of and engagement in mathematical reasoning, sense making, problem solving, and problem posing. Mathematical creative thinking skills is consisted the aspects of to think flexibly, original (proposed new idea), fluency, detailed and depth explanation to the solution.…”

Section: Mathematical High Order Thinking Skills (Mhots)mentioning

confidence: 99%

The Role of Constructivism-Based Learning in Improving Mathematical High Order Thinking Skills of Indonesian Students

Minarni

Napitupulu

2020

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To make students actively involved in learning to grasp mathematical higherorder thinking skills (MHOTS) is not easy. Meanwhile, the ability is so important for students to master for it takes place when students continue their studies to a higher level as well as work within a variety of professions, especially in the era of the industrial revolution such nowadays. Many factors affect students' thinking abilities, including learning factors. This study, which implemented constructivism-based learning, aims to investigate the role and contribution of constructivism-based learning approaches as well as mathematical prior knowledge (MPK) to the achievement of MHOTS of middle secondary school students. The data tested through Multivariate Analysis at the 0.05 significance level. In general, this study found that: (1) In the experimental class, the learning approach plays an important role in the way it increased students' MHOTS significantly.(2) The average contribution of constructivism-based learning to MHOTS was at the range of 18% to 57%. (3) Student activity in learning increased significantly. (4) In some cases, there is an effect of interaction between learning factors and MPK towards the achievement of MHOTS. The study recommended the teachers to have courageous in implementing constructivism-based teaching and learning to improve students" MHOTS.

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Section: Mathematical High Order Thinking Skills (Mhots)mentioning

confidence: 99%

The Role of Constructivism-Based Learning in Improving Mathematical High Order Thinking Skills of Indonesian Students

Minarni

Napitupulu

2020

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“…Also, mathematics education research focuses increasingly on mathematical creativity (see, e.g. Leikin & Pitta-Pantazi, 2013;Sheffield, 2013;Singer, 2018) with the aim to prepare students for their current and future lives in our increasingly automated and interconnected high-technologybased societies and economies (Organization for Economic Co-operation and Development [OECD], 2014). It appears no longer sufficient for students to solve problems only with routine schemes or familiar heuristics.…”

Section: Introductionmentioning

confidence: 99%

“…Given the need and interest to foster students' creativity (Sheffield, 2013(Sheffield, , 2009, it is necessary to understand students' mathematical creativity process (Leikin & Pitta-Pantazi, 2013). Mathematics education research has predominantly focused on students' creative products and used, for instance, students' written solutions in MSTs to evaluate students' mathematical creativity (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Verbal reports and thinking aloud protocols may influence and distort students' train of thought, and eventually suffer from anxieties or language issues of the students (Schindler & Lilienthal, 2018). Furthermore, creative thinking is not necessarily linear and may not always be fully conscious (Sheffield, 2013). Thus, it may be difficult to report verbally.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

Lilienthal

2019

Int J of Sci and Math Educ

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Students' creative process in mathematics is increasingly gaining significance in mathematics education research. Researchers often use Multiple Solution Tasks (MSTs) to foster and evaluate students' mathematical creativity. Yet, research so far predominantly had a product-view and focused on solutions rather than the process leading to creative insights. The question remains unclear how students' process solving MSTs looks like-and if existing models to describe (creative) problem solving can capture this process adequately. This article presents an explorative, qualitative case study, which investigates the creative process of a school student, David. Using eyetracking technology and a stimulated recall interview, we trace David's creative process. Our findings indicate what phases his creative process in the MST involves, how new ideas emerge, and in particular where illumination is situated in this process. Our case study illustrates that neither existing models on the creative process, nor on problem solving capture David's creative process fully, indicating the need to partially rethink students' creative process in MSTs.

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“…No campo da matemática Haylock (1987) e Leikin (2009) constataram esta pluralidade e a falta de uma definição unânime e precisa sobre o construto, o que dificulta os esforços para sua investigação. Nos últimos 40 anos, os estudos sobre criatividade no campo da matemática não receberam a mesma atenção que os estudos sobre as dificuldades dos alunos na aprendizagem da matemática, conforme destaca Sheffield (2013).…”

Section: Criatividade Em Matemática: Desafios Quanto à Definiçãounclassified

Criatividade em matemática : um modelo preditivo considerando a percepção de alunos do ensino médio acerca das práticas docentes, a motivação para aprender e o conhecimento em relação à matemática

Farias¹

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Programa de Pós-Graduação em Educação CRIATIVIDADE EM MATEMÁTICA:Um modelo preditivo considerando a percepção de alunos do ensino médio acerca das práticas docentes, a motivação para aprender e o conhecimento em relação à matemática Aos meus familiares e amigos pelo apoio incondicional e que por meio deles, Deus me coloca no meu devido lugar para que não pense em ser nada além do que realmente sou. MATEUS PINHEIRO DE FARIASAo Professor Doutor Cleyton Hércules Gontijo, pela orientação competente, fraterna e amiga, sempre auxiliando de uma forma bastante criativa nas incontáveis dúvidas que surgiram durante a realização deste trabalho. À Professora Doutora Denise de Sousa Fleith, ao Professor Doutor Cristiano AlbertoMuniz e à Professora Doutora Regina da Silva Pina Neves pela aceitação do convite para participação da banca examinadora e pelas importantes e significativas contribuições que enriqueceram o trabalho acadêmico e minha formação pessoal, acadêmica e profissional.À Professora Doutora Eunice Soriano de Alencar, por ter me mostrado possibilidades para um caminho criativo na educação.À professora Doutora Kátia Augusta Curado P. Cordeiro da Silva, à Professora Doutora Claudia Márcia Lyra Pato, ao à Professor Doutor Fábio Iglesias, à Professora Doutora Elaine Rabelo, ao Professor Doutor Antônio Villar Marques de Sá e à Professora Doutora Wivian Weller, pelos ensinamentos neste percurso acadêmico na Universidade de Brasília.Aos meus colegas do curso de mestrado, pelos enriquecimentos e contribuições neste trabalho.Ao professor de matemática, aos alunos e aos colaboradores da escola, pela disponibilidade e envolvimento na coleta dos dados de pesquisa. Dessa forma, ocorre uma interação entre os fatores individuais e as características do ambiente que interferem no processo criativo. Csikszentmihalyi (1996) assegura que não é suficiente estudar apenas os indivíduos que produzem algo novo, mas deve-se considerar a importância das mudanças no ambiente na tentativa de fazer com que as pessoas pensem de forma mais criativa. Amabile (1996) e Lubart (2007) reafirmam a importância do ambiente como um dos principais fatores que podem influenciar a criatividade. Esses fatores são identificados de alguma forma na sala de aula.Ressalta-se, conforme destaca Morais (1988), que a sala de aula é um ambiente de aprendizagem eleito pelas civilizações para a transmissão de conhecimentos, lugar do jogo do 17 saber no qual o mais importante não é a disciplina, mas a criatividade do aluno. Do mesmo modo, a sala de aula é reconhecida como espaço físico, determinado pelas instituições educativas, com algumas características mais ou menos universais (SANFELICE, 1988) Algumas pesquisas desenvolvidas desde a década de 1970, sobre criatividade em matemática, têm privilegiado a elaboração de itens para diagnosticar e avaliar esse fenômeno e a relacioná-lo com outras variáveis, em distintos contextos (DUNN, 1975;HAYLOCK, 1985;MILGRAN, 1999;SINGH, 1987). Além disso, pesquisadores investigaram, por exemplo, os efeitos de programas para o dese...

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Creativity and school mathematics: some modest observations

Cited by 30 publications

References 13 publications

The Role of Constructivism-Based Learning in Improving Mathematical High Order Thinking Skills of Indonesian Students

The Role of Constructivism-Based Learning in Improving Mathematical High Order Thinking Skills of Indonesian Students

Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

Criatividade em matemática : um modelo preditivo considerando a percepção de alunos do ensino médio acerca das práticas docentes, a motivação para aprender e o conhecimento em relação à matemática

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