• Education of Primary School Mathematics
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• v.14 no.2
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• pp.117-134
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• 2011

The purpose of this research was to analyze mathematical task types to enhance creativity. Creativity is increasingly important in every field of disciplines and industries. To be excel in the 21st century, students need to have habits to think creatively in mathematics learning. The method of the research was to collect the previous research and papers concerning creativity and mathematics. To search the materials, the researcher used the search engines such as the GIL and the KISTI. The mathematical task types to enhance creativity were categorized 16 different types according to their forms and characteristics. The types of tasks include (1) requiring various strategies, (2) requiring preferences on strategies, (3) making word problems, (4) making parallel problems, (5) requiring transforming problems, (6) finding patterns and making generalization, (7) using open-ended problems, (8) asking intuition for final answers, (9) asking patterns and generalization (10) requiring role plays, (11) using literature, (12) using mathematical puzzles and games, (13) using various materials, (14) breaking patterned thinking, (15) integrating among disciplines, and (16) encouraging to change our lives. To enhance students' creativity in mathematics teaching and learning, the researcher recommended the followings: reshaping perspectives toward teaching and learning, developing and providing creativity-rich tasks, applying every day life, using open-ended tasks, using various types of tasks, having assessment ability, changing assessment system, and showing and doing creative thinking and behaviors of teachers and parents.

• Journal of the Korea Convergence Society
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• v.10 no.6
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• pp.129-138
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• 2019

The trend of maker education has been mainly focused on program using digital devices, but maker education programs that can make students' creative ideas instantly in various shapes and make them by hand is insufficient. Therefore, in this study, we developed a maker education program using cement and molds and analyzed Effect on the convergence ability for creativity of students. In the preparation stage, educational use cases about cement and molds and the study objects and contents were extracted through the literature review. In the development stage, teaching-learning materials were developed and validity and evaluation tools to measure convergence ability for creativity were selected. In the implementation stage, the expert validity test on the teaching-learning materials and convergence ability test for creativity was evaluated, In the evaluation stage, the effects of the whole area and sub-area of the convergence ability for creativity was analysed. As a result of the t-test for the whole area of convergence ability for creativity, the students who took the maker education program showed a significant change. The test results on the teaching-learning materials showed a positive response to the communication, cooperation ability, knowledge and humanism.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.3
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• pp.267-282
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• 2018

The purpose of this study is to develop and apply a Convergence program for teaching of congruence and symmetry and to investigate the effects of the mathematical creativity and convergence talent. For these purposes, research questions were set up as follows: 1. How is a Convergence program for teaching of congruence and symmetry developed? 2. How does a Convergence program affect the mathematics creativity and convergence talent of fifth grade student in elementary school? The subjects in this study were 16 students in fifth-grade class in elementary school located in Songpa-gu, Seoul. A Convergence program was developed using the integrated unit design process chose the concept of congruence and symmetryas its topic. The developed program consisted of a total 12 class activities plan, lesson plans for 5 activities. Mathematics creativity test, a test on affective domain related with convergence talent measurement were carried out before and after the application of the developed program so as to analyze the its effects. In addition, students' satisfaction for the developed program was investigated by a questionnaire. The results of this study were as follows: First, A convergence program should be developed using the integrated unit design process to avoid focusing on the content of any one subject area. The program for teaching of congruence and symmetry should be considered students' learning style and their preferences for media. Second, the convergence program improved the students' mathematical creativity and convergence talent. Among the sub-factors of mathematical creativity, originality was especially improved by this program. Students thought that the program is good for their creativity. Plus, this program use two subject class, Math and Art, so student do not think about one subject but focus on topic 'congruence and symmetry'. It help students to develop their convergence talent.

• The Journal of the Korea Contents Association
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• v.15 no.7
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• pp.655-663
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• 2015

The purpose of this study is to inquiry 'instructive fairy tale story making' teaching model developed in Russia to cultivate creativity and character and to present implementation idea in Korea. Fairy tale story is one of first tasks to spread his and her creativity and latent ability, and good genre to identify and express his and her feeling and to accomplish through these experience for children. In process of this teaching model, they are able to recognize and compare good literary works, to know 'instructive fairy tale story making' algorithm and to do 'instructive fairy tale story making' personally. As a result, students' imagination, creativity and linguistic performance would be developed more through 'instructive fairy tale story making', at the same time they will examine closely and apply moral and ethical contents in daily life and internalize.

• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.161-165
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• 2008

The purpose of this study is to design and apply that teaching and learning methodology of motion image based on modified ASSURE model to improve creativity the competitive power of an information oriented society. To accomplish the end of this study, the following procedure and methods were performed. After the theoretical consideration about education visual image and creativity, we get to the bottom the connection of them. In the result of that, it designed plans for teaching and learning applied by modified ASSURE model. And it had larger efficiency to apply a creativity develop learning model when it spread out teaching and learning process to produce motion image. The main points of the result and the meaning are as follows. Firstly, in the light of the result of this study, student's creativity were enhanced to a large extent as applying this study. It appeared that the average of performance improved from 30.18 to 37.44. Such difference was t=-14.39 (p<0.05), which is a meaningful difference in terms of statistics. Secondly, it laid the foundations for being cultural prosumer as applying this study. Additionally, it anticipated that all the students join in this study become leader group in the age of digital media.

• Journal of the Korean School Mathematics Society
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• v.9 no.2
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• pp.163-177
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• 2006

A new teaching-learning method is needed to improve creative problem-solving ability of the gifted students at mathematics. In response to this demand, I applied mentor-project studying to the mathematically gifted class students of Chungnam Science High School. The purpose of this monograph is to analyze in what situations they demonstrated mathematical creativity and whether the interactions among the gifted in the process of studying were of great help toward improving creativity. The effectiveness of mentor-project studying was especially verified by the analysis of creative problem-solving test results.

• International Journal of Internet, Broadcasting and Communication
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• v.16 no.1
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• pp.253-260
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• 2024

We studied to aim for exploring practical approaches to enhance the effectiveness of creativity education by using artificial intelligence and the metaverse in the field of media contents. Recognizing the need for educational innovation to adapt to the accelerating changes driven by the advancements in artificial intelligence and the metaverse, and considering the increasing importance of fostering creativity as a key competitive advantage for future talents, we focused on research implementing creativity education in the media contents domain. To achieve this, we conducted this study during a semester-long media contents course utilizing artificial intelligence and the metaverse in real classroom setting. We involved in this study collecting feedback and opinions from students to investigate and identify effective strategies for enhancing the impact of creativity education. As a result, we proposed the utility of media contents class using artificial intelligence and the metaverse in enhancing students' creativity. By elucidating which teaching methods are most effective, we contributed to derive beneficial outcomes for media contents creative education.

• Korean Journal of Child Studies
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• v.10 no.1
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• pp.1-10
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• 1989

This study compared the effects of open and directed teaching styles on creativity and mathematical achievement. The subjects were 32 three- and four-year-old children enrolled in the Home Economics Laboratory Nursery School at the University of Arkansas during the fall semester of 1987. In this study, the open teaching style was a child-oriented method of teaching with the help or guidance rather than the actual instruction of teacher, while the directed teaching style was a teacher-oriented method of teaching with actual instruction of the teacher. Forty-eight activities and materials relevant to mathematical concepts appropriately designed for the subjects were used. The nursery school children were divided into morning and afternoon groups. Utilizing a Latin square design, the children in the morning group were taught by the directed teaching style for four weeks followed by a three week period of no planned mathematical activities, then taught by the open teaching style for four weeks. The children in the afternoon group followed the same schedule except the open teaching style was first. At the end of the two four-week sessions of mathematics experiences Thinking Creatively in Action and Movement and selected items of Tests of Basic Experiences 2: Mathematics were administered. The scores of each of the two tests were analyzed using a t-test of dependent measures for the two teaching styles, the sex, and the age of the children. Children taught using the directed teaching style showed a significantly higher originality and mathematical achievement scores than those taught using the open teaching style. Differences for sex and age revealed that the directed teaching style was a significantly better method of instruction to foster the originality for boys and the mathematical achievement for four-year-old children.

• East Asian mathematical journal
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• v.33 no.4
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• pp.381-411
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• 2017

The purpose of this study is to investigate how students' mathematical creativity changes through problem-solving instruction using problem-posing for elementary school students and to explore instructional methods to improve students' mathematical creativity in school curriculum. In this study, nonequivalent control group design was adopted, and the followings are main results. First, problem-solving lessons with problem-posing had a significant effect on students' mathematical creativity, and all three factors of mathematical creativity(fluency, flexibility, originality) were also significant. Second, the lessons showed meaningful results for all upper, middle, and lower groups of pupils according to the level of mathematical creativity. When analyzing the effects of sub-factors of mathematical creativity, there was no significant effect on fluency in the upper and middle groups. Based on the results, we suggest followings: First, there is a need for a systematic guidance plan that combines problem-solving and problem-posing, Second, a long-term lesson plan to help students cultivate novel mathematical problem-solving ability through insights. Third, research on teaching and learning methods that can improve mathematical creativity even for students with relatively high mathematical creativity is necessary. Lastly, various student-centered activities in math classes are important to enhance creativity.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.395-402
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• 2015

This study assumes that recognition about scientific creativity may differ according to teacher, students and parents, and that this difference can affect the actual teaching, encouragement, and development of scientific creativity. Based on teacher's free responses and literature reviews about features of scientific creativity, we extracted 16 items describing contrary views about scientific creativity. Using these 16 items, we obtain responses from 652 students, teachers, soon-to-be-teachers (college of education students) and parents about whether they agree with each item or not. Results show that 1/4 of the participants agreed with the views contrary to the views accepted in literature. And we found out which views contrary to the accepted views in literature were agreed upon by participants, and that which items divided the groups for having contrary views. From these results, we discuss the possible effects of participants' recognition on teaching, encouragement and development of scientific creativity, and suggest so further studies.