• Title/Summary/Keyword: mathematical creativity

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A Study on the Factors of Mathematical Creativity and Teaching and Learning Models to Enhance Mathematical Creativity (수학적 창의성의 요소와 창의성 개발을 위한 수업 모델 탐색)

  • Lee, Dae-Hyun
    • Journal of Elementary Mathematics Education in Korea
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    • v.16 no.1
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    • pp.39-61
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    • 2012
  • Mathematical creativity is essential in school mathematics and mathematics curriculum and ensures the growth of mathematical ability. Therefore mathematics educators try to develop students' creativity via mathematics education for a long time. In special, 2011 revised mathematics curriculum emphasizes mathematical creativity. Yet, it may seem like a vague characterization of mathematical creativity. Furthermore, it is needed to develop the methods for developing the mathematical creativity. So, the goal of this paper is to search for teaching and learning models for developing the mathematical creativity. For this, I discuss about issues of mathematical creativity and extract the factors of mathematical creativity. The factors of mathematical creativity are divided into cognitive factors, affective factors and attitude factors that become the factors of development of mathematical creativity in the mathematical instruction. And I develop 8-teaching and learning models for development of mathematical creativity based on the characters of mathematics and the most recent theories of mathematics education. These models make it crucial for students to develop the mathematical creativity and create the new mathematics in the future.

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An Effect of Problem-solving Lessons with Problem-posing on Mathematical Creativity (문제 만들기를 적용한 문제해결수업이 수학적 창의성에 미치는 영향)

  • Kim, Seo Lin;Kim, Dong Hwa;Seo, Hae Ae
    • 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.

A Study on Mathematical Creativity Task (수학적 창의성 과제에 대한 고찰)

  • Kim, Boo-Yoon;Lee, Ji-Sung
    • The Mathematical Education
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    • v.48 no.4
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    • pp.443-454
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    • 2009
  • This study reviewed the notion and strategies of mathematical creativity from two point of view, mathematics and creativity. By these reviews, the spectrum was presented as frame of mathematical creativity task. Creativity and mathematics were seen as polar opposites and mathematical creativity task fit clearly at various points in this spectrum. Some focused on the quantity of ideas and originality from creative point of view. On the other hand, some focused on reasoning, insight, and generalization from mathematical point of view. The tasks on the spectrum were served as the vehicle of mathematical creativity and mathematics classroom. Therefore, there were some specific suggestions that mathematics classroom could be made a place where students and teachers would be able to foster their mathematical creativity.

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A review of Mathematical creativity (수학적 창의력에 대한 소고)

  • 이대현;박배훈
    • Journal of Educational Research in Mathematics
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    • v.8 no.2
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    • pp.679-690
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    • 1998
  • I wish to search for educational alternatives which improve students' mathematical creativity. As the first attempt for this, theories of general creativity and characters of mathematical creativity are discussed. And four factors( teacher variables. student variables, teaching and learning variables. environment variables) affecting mathematical creativity are analyzed. It is a educational well-known fact that students should think creatively and solve the problems for themselves. We postulate the fact that students' mathematical creativity can be developed. I think it is a mission and a duty for mathematics educators to develop the students' mathematical creativity fully. Mathematics educators should search for the methods which encourage the students to have mathematical creativity and should develop them.

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The Effect on the Mathematical Creativity and Disposition by the Open-ended Learning Activity Approach (개방형 학습활동이 수학적 창의력 및 수학적 성향에 미치는 효과)

  • Beak, Jong-Suk;Ryu, Sung-Rim
    • The Mathematical Education
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    • v.47 no.2
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    • pp.135-154
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    • 2008
  • The purpose of this study is to help to improve the method of math teaching by analysing how learner-centered teaching method offsets mathematical creativity and mathematical disposition. For this purpose, research questions are established as follows; (1) Mathematical creativity between open-ended learning activity approach(OLAA) and general classroom-based instruction(GCI) shows any difference? (2) Mathematical disposition between OLAA and GCI shows any difference? The results obtained through this study were as follows: (1) There was significant difference between OLAA group and CCI group in mathematical creativity. This means that open-ended learning activity approach was generally more effective in improving mathematical creativity than general classroom-based instruction. (2) There was no significant difference between OLAA group and GCI group in mathematical disposition. But the average scores of mathematical disposition except mathematical confidence improved a little. So we can say that open-ended learning activity approach brought an positive influence on students' mathematical disposition. The results obtained in this study suggest that the OLAA can be used to cultivate the children's mathematical creativity and disposition. Therefore, I suggest that teachers should use the OLAA to improve the children's mathematical creativity and disposition.

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A Study on the Measurement in Mathematical Creativity Using Multiple Solution Tasks (다양한 해결법이 있는 문제를 활용한 수학적 창의성 측정 방안 탐색)

  • Lee, Dae Hyun
    • School Mathematics
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    • v.16 no.1
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    • pp.1-17
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    • 2014
  • Mathematical creativity in school mathematics is connected with problem solving. The purpose of this study was to analyse elementary students' the mathematical creativity using multiple solution tasks which required to solve a mathematical problem in different ways. For this research, I examined and analyzed the response to four multiple solution tasks according to the evaluation system of mathematical creativity which consisted of the factors of creativity(fluency, flexibility, originality). The finding showed that mathematical creativity was different between students with greater clarity. And mathematical creativity in tasks was different. So I questioned the possibility of analysis of students' the mathematical creativity in mathematical areas. According to the evaluation system of mathematical creativity of this research, mathematical creativity was proportional to the fluency. But the high fluency and flexibility was decreasing originality because it was easy for students to solve multiple solution tasks in the same ways. So, finding of this research can be considered to make the criterion in both originality in rare and mathematical aspects.

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An Approach to Study on Mathematical Creativity and Some of its Correlates

  • Roy, Avijit
    • Research in Mathematical Education
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    • v.13 no.1
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    • pp.5-12
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    • 2009
  • Mathematical creativity is the most important factor for the advancement of mathematics. Only creative mind can produce creative results. But not much research work has been done in this direction. The present author has taken a scheme of developing a mathematical creativity test to identify creative children in mathematics and to find the relationships of psychoticism, neuroticism, intelligence, ability to achieve in mathematics and general creativity with mathematical creativity and their composite effect on it over a population of Bengali medium school students. In this approach, Bengali adaptation of English version of the "Verbal Test of Creative Thinking" by Mehdi [Mehdi, B. (1985). Manual of verbal test of creative thinking (revised edition). Agra, India: National Psychological Corporation.] has been completed. Works of adapting intelligence test, developing mathematical creativity test, adapting personality test in Bengali are in process. Relationships are to be found later.

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Analysis of Research Trends in Mathematical Creativity Education (수학적 창의성 교육에 관한 연구 동향 분석)

  • Choi, Byoung-Hoon;Pang, Jeong-Suk
    • Journal of Gifted/Talented Education
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    • v.22 no.1
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    • pp.197-215
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    • 2012
  • The purpose of this study was to analyze the research trends of 114 papers about mathematical creativity published in domestic journals from 1997 to 2011 with regard to the years, objects, subjects, and methods of such research. The research of mathematical creativity education has been studied since 2000. The frequent objects in the research were non-human, middle and high school students, elementary students, gifted students, teachers (in-service and pre-service), and kindergarteners in order. The research on the teaching methods of mathematical creativity, the general study of mathematical creativity, or the measurement and the evaluation of mathematical creativity was active, whereas that of dealing with curricula and textbooks was rare. The qualitative research method was more frequently used than the quantitative research one. The mixed research method was hardly used. On the basis of these results, this paper shows how mathematical creativity was studied until now and gives some implications for the future research direction in mathematical creativity.

The Effect of Climbing Learning Method on Mathematical Creativity and Attitude toward Mathematical Creativity (수학적 창의성과 태도 및 학업에 미치는 등산학습법의 적용과 효과)

  • Lee, Dong-Hee;Kim, Pan-Soo
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.1
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    • pp.23-41
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    • 2010
  • This research applies the climbing learning method that, a Japanese professor, Saito Noboru established and practiced, to fourth and sixth graders in an elementary school in order to analyze its effect on mathematical creativity, attitude toward mathematical creativity, so called CAS(Creative Attitude Scale) and academic achievement of the subject. The goal is to explore methods that can enhance students' mathematical creativity. To address these tasks, the research developed a teaching-learning scheme and learning structure chart that applies the climbing learning method. Next, the research organized two homogeneous groups among 124 students in fourth and sixth grades in S elementary school, located in the city of Busan. The experiment group went through classes that applied climbing learning method, while the control group received regular teaching. The following describes the research findings. After the experiment, the research conducted t-test for the independent sample based on the test result in terms of mathematical creativity, CAS and academic achievement of the subject. For mathematical creativity, all four constructing factor showed statistically significant differences at significance level of 5%. For CAS, statistically significant difference was revealed at significance level of 0.1%. However, in regard to a test of academic achievement for fourth and sixth graders, statistically significant difference was not detected at significance level of 5% even though the average score of the students in the experiment group was higher by 6 points. The research drew the following conclusion. Firstly, classes that apply climbing learning method can be more effective than regular classes in enhancing mathematical creativity of elementary school students. Secondly, the climbing learning method has positive impact on inclination for mathematical creativity of elementary school students. The research suggests that the climbing learning method can be an effective teaching-learning tool to improve students' mathematical creativity and inclination for mathematical creativity.

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A Study of Mathematically Gifted Student's Perception of Mathematical Creativity (수학 창의성에 대한 초등수학영재들의 인식 연구)

  • Kim, Pan Soo;Kim, Na Ri
    • Journal of Gifted/Talented Education
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    • v.26 no.4
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    • pp.747-761
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    • 2016
  • The purpose of this research is to study the perception of mathematical creativity through gifted elementary mathematics students. The analysis on perception for mathematical creativity was done by testing 200 elementary school students in grades 4, 5, and 6 who are receiving gifted education in elementary mathematics gifted class operated by ${\bigcirc}{\bigcirc}$ City Dept of Education through the questionnaire that was developed based on Rhodes' 4P theory. This survey asked them to name what they think is the most creative from educational programs they have as far received. Then we analyzed the reason for the students' choice of the creativity program and interviewed the teachers who had conducted chosen program. As a result of analyzing the data, these students chose as mathematical creativity primarily creative problem solving, task commitment, and interest in mathematics in such order. This result is explained through analyzing the questionnaire that was based on Rhodes' 4P theory on areas of process, product and press. The perception of mathematical creativity by the gifted mathematical students not only helps to clarify the concept of mathematical creativity but also has implication for future development for gifted education program.