Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

Abstract

In the age of artificial intelligence where standard problems are increasingly processed by computers, creative problem solving, the ability to think outside the box is in high demand. Collaboration is also increasingly significant, which makes creative collaboration an important twenty-first-century skill. In the research described in this paper, we investigated students’ collaborative creative process in mathematics and explored the collaborative creative process in its phases. Since little is known about the collaborative creative process, we conducted an explorative case study, where two students jointly worked on a multiple solution task. For in-depth insight into the dyad’s collaborative creative process, we used a novel research design in mathematics education, DUET SRI: both students wore eye-tracking glasses during their collaborative work for dual eye-tracking (DUET) and they each participated in a subsequent stimulated recall interview (SRI) where eye-tracking videos from their joint work served as stimulus. Using an inductive data analysis method, we then identified the phases of the students’ collaborative creative process. We found that the collaborative creative process and its phases had similarities to those previously found for solo creative work, yet the process was more complex and volatile and involved different branches. Based on our findings, we present a tentative model of the dyad’s collaborative process in its phases, which can help researchers and educators trace and foster the collaborative creative process more effectively.

Farewell to Virtual Environments and Welcome to Post-pandemic Mathematical Problem Posing and Solving

“…The development and collaborative contribution of creativity is in an explorative process in the full swing of artificial intelligence, where creative mathematical problem solving manages to have a great demand for research, as well as creative collaboration is of utmost importance these days [37], machine learning has support from metaheuristics to improve the quality of solving a problem [38], demonstrating that the interaction between teacher-student helps mathematical reasoning and supports student learning through questions and suggestions that leads to reasoning as a central point [39] with which it is possible to build a deep and systematic learning [40] using algebraic language connections to solve concrete problems, where the intervention in the theoretical framework is developed in an environment to achieve problem solving with the indicators (transformation, contingency, foundation and connection) [41].…”

Pembelajaran Matematika Kolaboratif Berbasis Online dengan Google Workspace for Education

“…Lebih lanjut di gambarkan oleh (Sapti et al, 2019), yaitu siswa dalam kelompok mengkonstruksi ide dan mengkomunikasikan pemecahan masalah yang diberikan guru. Kolaborasi sebagai proses dinamis dimana anggota kelompok bekerja sama dalam masalah yang sama (Schindler & Lilienthal, 2022). Pada pembelajaran matematika kolaboratif yang diutamakan adalah membina karakter dan membangun kepribadian yang baik sebagai generasi emas.…”

Interdisciplinary approach to the study of giftedness

“…• increasing complexity and improvement of the creative process when gifted students work in pairs [44]; the same in using exercises to practise concentration [45], concept maps [46], unconventional learning strategies [47], pedagogical approaches aimed at re-engaging gifted learners [48], based on interconnected knowledge, interdisciplinary subjects [49][50][51][52], transformational style [53], demonstration of perspectives [54], integrative career counselling [55], cognitive training [56]; • impact on the learner's giftedness self-identification (including twice exceptional) by educators whose competence is perceived positively [57][58][59]; • use of the concepts "non-transformational", "transformational", "self-actualised", "actualised giftedness of others", "inert", "transactional" [60], and their expression in gifted behaviour as the interaction of competence in action, commitment to a task, care of others [61]. Abilities in the light of pedagogical concepts mean the high capacity of the intellect for biological adaptation, structuring of the environment and assimilation based on learning experience data.…”