Is There a Relationship between Creativity and Mathematical Creativity?

Abstract

The aim of this study is to examine the mathematical creativity of individuals who think they have creative thinking skills. Forty-four teachers who work in private schools participated in this study and they have their pedagogical formation training from a public university in order to be a public teacher. Also participants have at least one year of experience. Mixed method research is defined as combining qualitative and quantitative methods, approaches and concepts in successive studies (Creswell, 2003). This study was determined as a mixed method research since data first analyzed by content analysis (qualitative) and then relationship and comparison analysis (quantitative). In order to analyse problem situation of the study, two testing instruments one of which is ready to use were utilized. Problem solving and problem posing test as two items was developed by the researcher. On item was given to participants as a geometry problem in the testing instrument and they were asked to solve this problem by using as many different methods as they can. The other item was given to participants as a semi-structured geometry situation. They were asked to pose as many problems as they can by using this situation. Data obtained from solving draft were divided into categories in terms of flexibility, fluency and originality according to content analysis from qualitative data analyses for each participants.As a result of the study, according to the teachers' creativity that they stated, we can talk about their mathematical creativity only if they can pose an authentic problem.

Analisis Berpikir Kreatif Siswa Berkemampuan Matematika Rendah Dalam Menyelesaikan Ill-Structured Problem

“…Pemberian masalah matematika kepada siswa seharusnya dapat mendorong siswa untuk memiliki keinginan yang kuat untuk dapat menyelesaikan masalah yang ada, terlebih lagi penyelesaian yang diinginkan yaitu penyelesaian dengan ide yang berbeda dan benar dengan kata lain penyelesaian yang kreatif. Arikan (2017) yang mengatakan setiap siswa harus termotivasi untuk berpikir kreatif sesuai dengan dirinya sendiri. Menindaklanjuti hal ini maka dibutuhkan suatu masalah matematika yang dapat menarik perhatian dan mempunyai karakteristik tertentu sehingga dapat mengeksplor lebih jauh mengenai kemampuan berpikir kreatif siswa.…”

Issues and solutions on inventive problems-solving skills (IPSS) in invention course

“…Students are also taught how to use real thinking to come up with unique ideas and solutions to problems that no one else has considered. Arikan (2017) emphasises this notion, claiming that kids who can create real challenges have the ability to think creatively. To teach youngsters how to solve issues, they must be taught to think creatively by applying the inventive problem solving skills (Kashani-Vahid et al, 2017).…”

Elementary Freshmen’s Mathematical Attitudes in Teaching Incorporating Free Problem Posing Activities

“…Although this case shows that the participants implemented their problem posing requirements at the minimum level, they were expected to employ as many original ideas as possible, especially in free problem posing activities. This is because only when mathematical problem posing activities are carried out from an original point of view can they open the doors to flexibility and creativity (Arıkan, 2017). An implicit relationship was found between mathematical problem posing and creativity, and information about problem posing skills compared to creativity levels or also creativity levels compared to problem posing skills can be acquired (Krutetskii, 1969;Ellerton, 1986).…”