Organizational Framework for Book and Conceptions of Mathematical Creativity

Chamberlin, Scott A.; Liljedahl, Peter; Savic, Milos

doi:10.1007/978-3-031-14474-5_4

Cited by 1 publication

(1 citation statement)

References 31 publications

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“…The aspects used in this instrument's construct follow research results that CPS can be measured through divergent and convergent thinking (Keles, 2022;Oraklibel et al, 2018;Yuliani et al, 2019). In contrast to this, the results of other research in measuring students' MCPS skills only use divergent aspects, including fluency (number of ideas produced), flexibility (number of different types or categories of ideas), originality (uniqueness of responses), elaboration (expansion of ideas through details addition), completeness, practicality, and general skills (Incebacak & Ersoy, 2018;Bicer et al, 2019;Chamberlin et al, 2022;Chen et al, 2016;Lee et al, 2003;Lee & Cha, 2016;Maker, 2020;Rubenstein et al, 2020;Sipayung et al, 2021;Tan & Maker, 2020;van Hooijdonk et al, 2020van Hooijdonk et al, , 2022.…”

Section: Discussionmentioning

confidence: 66%

Design and content validity of mathematics creative problem-solving ability instrument for junior high school students

Ulya,

Sugiman,

Rosnawati

2024

EURASIA J Math Sci Tech Ed

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This research aims to design and validate the contents of the mathematical creative problem-solving (MCPS) instrument to measure creative problem-solving skills. This instrument consists of four aspects, each with related items representing latent variables for promoting students’ MCPS. An instrument construct that contains aspects of divergent and convergent thinking is presented. The stimulus provided is real problems in everyday life (real-world situations) with tiered levels of structure of the observed learning outcome (SOLO) taxonomy. The question structure developed is in the form of near-transfer and far-transfer questions. The content validity process is presented by seven expert validators experienced in mathematics, mathematics education, and measurement. The level of agreement between expert assessments is determined using the Aiken formula. Aiken coefficient for all items is above the good threshold. The instrument developed has demonstrated strong content validity and is recommended for measuring MCPS skills of junior high school students.

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