Browse > Article

http://dx.doi.org/10.7468/jksmee.2021.35.3.277
###

The Effects of Open-Ended Mathematical Problem Solving Learning on Mathematical Creativity and Attitudes of Elementary Students |

Seo, YoungMin
(Moondeok Elementary School)
Park, Mangoo (Department of Mathematics Education, Seoul National University of Education) |

Publication Information

Abstract

The purpose of this study was to find out how problem solving learning with open-ended mathematics problems for elementary school students affects their mathematical creativity and mathematical attitudes. To this end, 9 problem solving lessons with open-ended mathematics problems were conducted for 6th grade elementary school students in Seoul, The results were analyzed by using I-STATistics program to pre-and post- t-test. As a result of the study, problem solving learning with open-ended problems was effective in increasing mathematical creativity, especially in increasing flexibility and originality, which are sub-elements of creativity. In addition, problem solving learning with open-ended problems has helped improve mathematical attitudes and has been particularly effective in improving recognition needs and motivation among subfactors. In problem solving learning with open-ended problems, students were able to share various responses and expand their thoughts. Based on the results of the study, the researchers proposed that it is necessary to continue the development of quality materials and teacher training to utilize mathematical problem solving with open-ended problems at school sites.

Keywords

Open-ended problem solving learning; mathematical creativity; mathematical attitude;

Citations & Related Records

- Reference

1 | Lee, H. S. (2009). The development of open-ended problems and analysis of application for performance assessment of elementary school mathematics: Focused on 5th and 6th Graders. Unpublished master's thesis at Gongju National Graduate School of Education. |

2 | Hwang, D. J. (2005). A study on the development and scoring method of mathematical creativity and problem-solving ability tests to improve the validity of mathematically gifted identification. Unpublished master's thesis at Dankook University Graduate School. |

3 | Moon, E. H. (2017). The effects of Informal statistical inference activities on the mathematical creativity and attitude of mathematically gifted elementary students. Unpublished master's thesis at Seoul National Graduate School of Education. |

4 | Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40(4), 551-596. DOI |

5 | Cheon, M. S. (2014). Development of open-ended problems for the mathematics assessment of 5th grade students in elementary school. Unpublished master's thesis at Gyeongin National Graduate School of Education. |

6 | Choi, J. M. (2017). Effects of mathematics reading discussion on mathematical creativity and achievements in elementary school. Unpublished master's thesis at Seoul National Graduate School of Education. |

7 | Noda Nobuhiko (1984). Mathematics of mathematics. Mathematics Individual Guide. Tokyo: Meiji Books, Showa 59. |

8 | OECD (2005). Formative assessment improving learning in secondary classrooms. The Centre for Educational Research and Innovation. |

9 | Becjer, J. P., & Shimada, S. (1997). The open-ended approach: A new proposal for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics. |

10 | National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author. |

11 | Kim, D. Y. (2011). A survey analysis and recognition on the descriptive assessment in elementary mathematics education. Unpublished master's thesis at Seoul National Graduate School of Education. |

12 | Kim, M. S. (2009). Analysis on the creative responses of elementary student in open-ended problem solving lessons in mathematics. Unpublished master's thesis at Gyeongin National Graduate School of Education. |

13 | Kim, S. J, Kwon, Y, M, & Bae, J, S. (2010). The Effects of Open-ended Problems on Mathematical Creativity and Brain Function. Korean Society of Elementary Mathematics Education, 14(3), 723-744. |

14 | Kim, E. K. (2019). A study on mathematical creativity focused on the using open-ended problem tasks. Unpublished master's thesis at Cheongju National Graduate School of Education. |

15 | Kwon, O. N, Park, J. S., & Park, J. H. (2005). Cultivating mathematical creativity through open-ended approaches: Development of a program and effectiveness analysis. The Mathematical Education, 44(2), 307-323. |

16 | Torrance, E. P. (1974). Torrance tests of creative thinking. Bensenville. IL: Scholastic Testing Service. |

17 | Torrance, E. P. (1995). Insights about creativity: Questioned, rejected, ridiculed, ignored. Educational Psychology Review, 7(1), 313-322. DOI |

18 | Kang, W., & Baek, S. Y. (1998). The theory of elementary mathematics education. Seoul: DongMyungSa. |

19 | Ko, H. K. et. al. (2015). A study on the survey analysis of mathematics learning and improvement the situations. Korea Foundation for Science and Creativity Research Report. |

20 | Ministry of Education (2020). Mathematics 6-1. Seoul: Visang Education Co., Ltd. |

21 | Kim, M. K, Lee, J. H. (2019). A study on the posing ability of open-ended problem and metacognition of mathematically gifted elementary students. The Journal of the Korean Society for Gifted and Talented , 17(4), 5-30. |

22 | Ha, S, H., & Lee, K, H. (2014). A study on the Leikin's method of measuring mathematical creativity. Korean Society of Elementary Mathematics Education, 18(1), 83-103. |

23 | Park, M. G. (2015). An analysis on the perceptions of mathematical creativity of preservice elementary school teachers. Journal of Education of Primary School Mathematics, 19(1), 81-105. |

24 | Song, S. H. (1998). Study on the measurement and selection of the mathematically giftedness. Unpublished dissertation at Graduate School of Seoul National University. |

25 | Lee, Y. I. (2015). Analysis of the mathematical thinking of fifth-grade students in the open-ended problems solving class. Unpublished master's thesis at Gyeongin National Graduate School of Education. |

26 | Kozo Tsubota (1993). Arithmetic investigating guidance by the Department of Mathematics Arithmetic Open Soap Roach. Toyokan Publishing Co., Ltd. |

27 | Do, J. W., & Paik, S. Y. (2019). Analysis of characteristics from meta-affect viewpoint on problem-solving activities of mathematically gifted children. The Mathematical Education, 58(4), 519-530. DOI |

28 | Moon, S. K. (2000). The effects of open-ended on the problem solving ability and beliefs. Unpublished master's thesis at Korea National University of Education |

29 | Park, K. M. et al. (2015). A study on the revised mathematics course curriculum II. Seoul: Korea Foundation for the Advanced of Science and Creativity. |

30 | Lee, D. H. (2014). A study on the measurement in mathematical creativity using multiple solution tasks. School Mathematics, 16(1), 1-17. |

31 | Sawada, T. (1997). Developing lesson plans. In J. Becker & S. Shimada (Eds.), The open-ended approach: A new proposal for teaching mathematics (pp. 1-9). Reston, VA: National Council of Teachers of Mathematics. |

32 | Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds), Creativity in mathematics and the education of gifted students (pp. 161-168). Rotterdam: Sense Publishers. |