Fostering Mathematical Creativity in the Classroom through Feedbacks

Bezerra, Wescley Well Vicente; Gontijo, Cleyton Hércules; Fonseca, Mateus Gianni

doi:10.17648/acta.scientiae.6213

Cited by 7 publications

(5 citation statements)

References 8 publications

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“…The complexity of modern life and the challenges for sustainable and inclusive development require new skills to efficiently address contemporary problems (Bezerra et al, 2021). Creativity is one of the key skills needed to drive the development of a country, especially in an increasingly complex social environment, to ensure that progress does not threaten global sustainability.…”

Section: The Need To Develop Creativity As a Key Component Of Sustain...mentioning

confidence: 99%

Creative Teaching STEM Module: High School Students’ Perception

Othman¹,

Iksan²,

Mohammad³

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">This study aimed to investigate the impacts of enrolling in the creative teaching module in science, technology, engineering, and mathematics (STEM) education from high school students’ perspectives. This study applied a case study and qualitative research approach involving 26 Grade 11 students and 31 Grade 8 students. The creative teaching-STEM (CT-STEM) module, which comprised various activities related to energy literacy in real-world situations for the community’s well-being, involved outdoor STEM education activities with the assistance of two science teachers. The CT-STEM module was developed based on the directed creative process model by applying four creative teaching strategies: (i) constructivism learning, (ii) discovery inquiry, (iii) problem-based learning, and (iv) project-based learning. The theme of these out-of-classroom activities is sustainability education, focusing on energy sustainability. The results showed that the planned approaches could positively impact and build students’ creativity and create an exciting learning experience. Furthermore, the findings from the open-ended questionnaire instrument, observations, and analysis of the worksheets have shown enhancements in five themes: the development of problem-solving skills with an emphasis on the element of sustainability education, high-level thinking skills, active learning skills, communication skills, and humanity skills. The students also showed an increased interest in STEM as they learned using the CT-STEM module.</p>

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Section: The Need To Develop Creativity As a Key Component Of Sustain...mentioning

confidence: 99%

Creative Teaching STEM Module: High School Students’ Perception

Othman¹,

Iksan²,

Mohammad³

2022

EUROPEAN J ED RES

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“…The feedback also serves as a mechanism for teacher to strengthen students’ understanding on the learning topic since learning does not take place in a real time context/distance learning ( Herwin et al, 2021 ). The feedback is also viewed as a support system for students which facilitate them to reflect, analyze, and judge their own ideas when completing their assigned tasks ( Bezerra et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

“…experiment class were assigned to a classroom assessment graded by teachers based on topic selection, logo structure, logotype structure, color application, and symbol pattern Liu and Ko (2020)WhatsAppTeachers delivered feedback within the process planning (class assignment). Teacher also reminded students about the deadline for projects and assignment.Nuray (2019)The constant feedback exchanged between teacher and student during the ongoing work of completing assigned tasks on the Mathematical fieldBezerra et al (2021) Teachers provided feedback on students' responses and work posted on WhatsApp during the asynchronous learning.…”

mentioning

confidence: 99%

Using social media for assessment purposes: Practices and future directions

Alonzo

Wijarwadi

et al. 2023

Front. Psychol.

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The use of social media across the world is rapidly increasing, and schools are advancing its use for learning, teaching, and assessment activities. Despite growing evidence for their accessibility and affordances for educational purposes, very little attention has been paid to their use in assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), this paper is an initial step to explore how social media have been used and reported in the literature, and describe some key challenges. A total of 167 articles were initially accessed from three databases, but only 17 were relevant after applying the exclusion criteria. Results show that the most dominant social media used in assessment are Facebook and Twitter. Also, the assessment practices are limited to sending and discussing assessment tasks, following up on progress, giving feedback, and engaging in self and peer assessment. Key issues include the trustworthiness of the assessment process and outputs, limited features of social media platforms, technical support, time commitment between teachers and students, and intersections of social and academic engagements. We discuss the implications of these findings with the critical gaps in the theorisation of using social media for assessment purposes.

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“…To promote this profile, it is essential that teachers consciously promote an open and welcoming atmosphere of innovative processes and reasoning, and develop tasks that promote autonomy and the creative spirit (Bezerra, Gontijo & Fonseca, 2021;Haddad, 2012;Kozlowski & Si, 2019). It is also relevant to look for ways to make learnings more relevant for students (Bezerra, Gontijo & Fonseca, 2021;Liel & Bayer, 2016;Schoevers et al, 2019) by conceptualising themes close to students' daily lives and reality and, when possible, integrating different curricular areas.…”

Section: Mathematics and Creativitymentioning

confidence: 99%

“…Therefore, the student must acquire as much experience through independent work as possible, not being left unaided or insufficient assistance to experience progress (Pólya, 1995). Thus, it is up to the teacher to adapt their teaching practice to encourage students in mathematics classes to become competent in formulating and solving problems (Bezerra, Gontijo & Fonseca, 2021;Oliveira & Santana, 2013;Vale, Pimentel & Barbosa, 2015).…”

Section: Problem-solving and Posing In Mathematics Classmentioning

confidence: 99%

Appealing to Creativity Through Solving and Posing Problems in Mathematics Class

Miranda

Mamede

2022

Acta Sci.

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Background: Creativity should be a key issue in mathematics learning. However, mathematics class rarely provides opportunities for students to experience it. Problem solving and posing can play a leading role in promoting creative thinking in mathematics. Objectives: This study aims to have an insight into 6 th -graders understanding of problem solving and posing, analyse their solving strategies, their ability to pose problems, and their difficulties when doing so. Design: Qualitative methods were used in a case study approach. An intervention of five sessions comprising five problem-solving and four problem-posing tasks was implemented in mathematics class. Setting and Participants: Participants were thirty 6 th -graders (11-12-year-olds) from a public supported school in Braga (Portugal). Data collection and analysis: Data collection used photographs, audio recordings, students' written productions, and researcher field notes. Results: Students conceptualised strategies such as building schemas and tables, solving from the end to the beginning, making attempts, and reducing to a simpler problem. Students faced problem posing positively, creating problems adjusted to the requirements, with a wide variety of creative contexts. Students' difficulties in problem solving rely on the interpretation of statements, recognition of previous similar problems, and mathematical communication; on problem posing, difficulties regarding the complexity of the formulated problems and a weak diversity of problems were identified. Conclusions: Problem solving and posing tasks can promote mathematical creativity and knowledge, therefore should be used more often in mathematics class, allowing the construction of solid mathematical skills and enthusiasm.

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Fostering Mathematical Creativity in the Classroom through Feedbacks

Cited by 7 publications

References 8 publications

Creative Teaching STEM Module: High School Students’ Perception

Creative Teaching STEM Module: High School Students’ Perception

Using social media for assessment purposes: Practices and future directions

Appealing to Creativity Through Solving and Posing Problems in Mathematics Class

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