Academic Versus Creative Abilities in Mathematics: Two Components of the Same Construct?

Livne, Nava L.; Milgram, Roberta M.

doi:10.1207/s15326934crj1802_6

Cited by 50 publications

(34 citation statements)

References 29 publications

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“…Abstrakčiu pavidalu pateiktų rutininių uždavinių sprendimo gebėjimai mokslinėje literatūroje vadinami akademiniais gebėjimais (Livne, Milgram, 2006). Jie menkai tesiejami su matematiniu kūrybingumu.…”

Section: įVadasunclassified

“…Kadangi mokyklinės matematikos pateikimas procedūrų ir faktų rinkinio pavidalu neatitinka matematikos bruožų (Budvytis et al, 2013), o išradingumas ir pasiekimai matematikoje reikalauja daugiau kūrybinių nei akademinių gebėjimų (Livne, Milgram, 2006), tyrėjai daug dėmesio skiria matematinio samprotavimo mokymosi problematikai.…”

Section: įVadasunclassified

“…Kūrybiniai gebėjimai susiformuoja tik išsiaiškinus samprotavimo matematinį turinį. Matematikos mokymuisi svarbūs dvejopi kūrybiniai gebėjimai (Livne, Milgram, 2006):…”

Section: įVadasunclassified

“…• problemos sprendimo skirtingų būdų paieškos ir analizės skatinimu (Livne, Milgram, 2006;Brunkalla, 2009;Gilat, Amit, 2013); • bendradarbiavimo ir komunikavimo plėtojimu (Krummheuer et al, 2013); • sąsajų su realia aplinka ir sąsajų tarp tyrinėjimų rezultatų pabrėžimu (Brunkalla, 2009;Gilat, Amit, 2013); • mokiniams įprastų kasdienių priemonių (tokių kaip konstruktoriai, kiti daiktai iš artimiausios aplinkos) taip pat analogijų taikymu ieškant matematinių prasmių (Rusk et al, 2008;Munakata, Vaidya, 2012); • asmeniniu aktualumu ir mokinio įsitraukimu į mokymosi procesą (Rusk et al, 2008;Krummheuer et al, 2013). Bendrieji intelektiniai gebėjimai susiję su gebėjimu galvoti abstrakčiai, spręsti problemas logiškai ir sistemingai.…”

Section: įVadasunclassified

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Fostering Mathematical Creativity by Teaching Logically Precisely Reasoning at the Grade Two

Cibulskaitė

Rastenienė

2016

PED

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1Lietuvos edukologijos universitetas, Ugdymo mokslų fakultetas, Ugdymo pagrindų katedra, Studentų g. 39, 08106 Vilnius, vaiva.grabauskiene@leu.lt 2 Lietuvos edukologijos universitetas, Ugdymo mokslų fakultetas, Ugdymo pagrindų katedra, Studentų g. 39, 08106 Vilnius, oksanamockaityte@gmail.com Anotacija. Straipsnyje mokinių matematinio kūrybingumo raiškos aspektu analizuojamas matematinio samprotavimo gebėjimų ugdymas pradinėse klasėse. Mokinių matematinis kūry-bingumas čia suprantamas kaip sintakse grindžiamo matematinio samprotavimo papildymas semantika, padedančia sukurti netikėtą ir originalų rezultatą, pritaikomą duotoje realioje situacijoje.Matematinio samprotavimo gebėjimų ugdymui taikyta originali tikslingai sukurtų praktinių matematinio tyrinėjimo veiklų sistema, grindžiama principu konkretu-schematiška-abstraktu. Tyrinėjimo užduotys parinktos remiantis matematinių taisyklių loginio pagrindimo pradinių klasių mokiniams modeliu. I-II klasių mokinių klaidų kokybinė ir kiekybinė analizė parodė, kad kontrolinės ir eksperimentinės klasių kontrolinėse užduotyse padarytų klaidų pobūdis ir kiekis skiriasi. Eksperimentinės klasės mokinių atliktose užduotyse rasta mažiau semantikos klaidų. Tai rodo, kad matematinio samprotavimo mokymasis pradinėse klasėse taikant principą konkretu-schematiška-abstraktu sudaro geresnes nei mokykloje įprasta sąlygas matematiniam kūrybingumui pasireikšti.Esminiai žodžiai: matematinis samprotavimas, aktyvus mokymasis, matematinio kūrybin-gumo ugdymas, samprotavimo klaidos, pradinis ugdymas.

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“…Kūrybiniai gebėjimai susiformuoja tik išsiaiškinus samprotavimo matematinį turinį. Matematikos mokymuisi svarbūs dvejopi kūrybiniai gebėjimai (Livne, Milgram, 2006):…”

Section: įVadasunclassified

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Fostering Mathematical Creativity by Teaching Logically Precisely Reasoning at the Grade Two

Cibulskaitė

Rastenienė

2016

PED

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“…Sriraman (2004) argues that in the context of mathematics, "it is sufficient to define creativity as the ability to produce novel or original work". As Livne and Milgram (2006) claim, creative ability in mathematical thinking is the ability to perceive patterns and relationships using complex and non-algorithmic thinking, and being capable of original thinking in mathematical symbols.…”

Section: Introduce the Problemmentioning

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Interpretation Awareness of Creativity Mathematics Teacher High School

Mastuti¹,

Nusantara²

2016

IES

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The purpose of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship between creativity and high school math teacher is focused on procedures and not on the product, presents the conception refers to the creativity in the perspective of learners. The observation of classes conducted by researchers for two weeks in a row can be used as an indicator that in teaching mathematics, high school teacher who observed indirectly applying creativity in teaching math though their confidence is lacking. They give an opportunity to him to be a creative individual and attractive in front of their students and provide opportunities to students to construct their own concepts and develop logical arguments. Overall a high school math teacher is still not directly aware of his creativity, but they can improve the confidence of the students. Based on the result of reflection and interviews obtained factors that can inhibit the creativity of teachers, among others; lack of confidence of teachers to students, the limited time to realize the ability of students, teachers internal and external activities that take a lot of time learning. Factors that could hinder the creativity of teachers compiled by researchers through depth interviews with high school teachers.

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An empirical investigation of a theoretical model for mathematical creativity

Haavold

2016

Journal of Creative Behavior

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In this exploratory study, a theoretical model proposed by Sriraman (2005) consisting of five theoretical principles for optimizing creativity in a K-12 setting was investigated empirically. This was accomplished in two steps. In the first study, the five principles were operationalized by generating a questionnaire consisting of 45 items intended to capture the dimension of each principle. An exploratory maximum-likelihood factor analysis indicated a relatively robust five factor structure that corresponded with the theoretical model. In the second study, the five factor model was validated using a confirmatory factor analysis. The model was then investigated using a two-level linear mixed model with a random intercept. The results revealed that motivation and mathematical achievement were significant predictors of mathematical creativity. Keywords: creativity, education, person(s).The purpose of this study is to empirically investigate the characteristics of mathematical creativity. Mathematical creativity has recently come to be considered an important ability that should be stimulated in all students (Pelczer & Rodr ıguez, 2011). According to Dreyfus and Eisenberg (1996) and Ginsburg (1996), the essence of mathematics is not simply to arrive at the right answer, algorithms, and procedures are just one small part of mathematics. Yet research on creativity in mathematics is sparse (Leikin, Koichu, & Berman, 2009). Further complicating the picture is the lack of a consistent definition of creativity (Mann, 2005). In exploring the concept of mathematical creativity, several studies have investigated the relationship between motivational factors, beliefs, intelligence, mathematical ability, and mathematical creativity (Hong & Aqui, 2004;Kattou, Kontoyianni, Pitta-Pantazi, & Christou, 2013;Leikin & Lev, 2013;Mann, 2005; PittaPantazi, Sophocleous, & Christou, 2013;Sriraman, 2009;Vlahovic-Stetic, Vidovic, & Arambasic, 1999). However, the studies have not had a strong theoretical foundation for investigating the relationship between mathematical creativity and other constructs. In this study, the author attempts to validate a theoretical model that maximizes the potential for mathematical creativity in K-12 mathematics. Via a synthesis and analysis of the literature on creativity and giftedness, Sriraman (2005) To what extent does Sriraman's theoretical model of mathematical creativity predict mathematical creativity?

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Academic Versus Creative Abilities in Mathematics: Two Components of the Same Construct?

Cited by 50 publications

References 29 publications

Fostering Mathematical Creativity by Teaching Logically Precisely Reasoning at the Grade Two

Fostering Mathematical Creativity by Teaching Logically Precisely Reasoning at the Grade Two

Interpretation Awareness of Creativity Mathematics Teacher High School

An empirical investigation of a theoretical model for mathematical creativity

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