DOI QR코드

DOI QR Code

Development of a Mathematical Creativity Test for Bengali Medium School Students

  • Received : 2011.02.13
  • Accepted : 2011.03.24
  • Published : 2011.03.30

Abstract

Based on the work of Haylock (cf [Haylock, D. W. (1987). A framework for assessing mathematical creativity in schoolchildren. Educ. Stud. Math. 18(1),59-74]) a mathematical creativity test containing items of two categories overcoming fixation and divergent thinking has been developed for Bengali medium school students with sample size 262. The items measuring divergent thinking are found highly internally consistent and there is a significant correlation between overcoming fixation and divergent thinking. Study of the factorial validity of the test by Thursstone's centroid method gives satisfactory result. Validity coefficient of the test with teachers' rating, alpha reliability and test-retest reliability of the test are also found satisfactory.

Keywords

References

  1. Balka, D. S. (1974). Creative ability in mathematics. Arithmetic Teacher 21(7), 633-636. ERIC EJ106476
  2. Barbeau, E. (1985). Creativity in mathematics. Interchange 16(1), 62-69. ERIC EJ319283 https://doi.org/10.1007/BF01187592
  3. Evans, E. W. (1964). Measuring the ability of students to respond in creative mathematical situations at the late elementary and early junior high school level. Doctoral Dissertation. Ann Arbor, MI: University of Michigan.
  4. Haylock, D. W. (1987). A framework for assessing mathematical creativity in schoolchildren. Educ. Stud. Math. 18(1), 59-74. ME 1989c.00290 ERIC EJ348107 https://doi.org/10.1007/BF00367914
  5. Imai, T. (2000). The influence of overcoming fixation in mathematics towards divergent thinking in open-ended mathematics problems on Japanese junior high school students. Int. J. Math. Educ. Sci. Technol. 31(2), 187-193. ME 2000c.01607 ERIC EJ605589 https://doi.org/10.1080/002073900287246
  6. Kline, P. (1993). The handbook of psychological testing. London, UK: Routledge.
  7. Krutetskii, V. A. (1976). The psychology of mathematical abilities in school children. Chicago: University of Chicago Press.
  8. Pehkonen, E. (1997). The state-of-art in mathematical creativity. ZDM 29(3), 63-67. ME 1997e.02709 https://doi.org/10.1007/s11858-997-0001-z
  9. Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM 29(3), 75-80. ME 1997e.02711 https://doi.org/10.1007/s11858-997-0003-x
  10. Singh, B. (1987). The development of tests to measure mathematical creativity. Int. J. Math. Educ. Sci. Technol. 18(2), 181-186. ME 1987j.01290 https://doi.org/10.1080/0020739870180203
  11. Singh, B. (1990). Differences in mathematical creativity of middle school children of different social groups. Int. J. Math. Educ. Sci. Technol. 21(4), 541-544. ME 1991f.00799 https://doi.org/10.1080/0020739900210404
  12. Sriraman, B. (2004). The characteristics of mathematical creativity. Mathematics Educator 14(1), 19-34. ME 02364182 ERIC EJ848493
  13. Tammadge, A. (1979). Creativity (Presidential address to the Mathematical association). The Mathematical Gazette 63(425), 145-163. ME 1980x.00849 https://doi.org/10.2307/3617885
  14. Thurstone, L. L. (1934). The vectors of mind. Psychological Review 41, 1-32. http://psychclassics.yorku.ca/Thurstone/ https://doi.org/10.1037/h0075959