Creative Teaching: Mathematics in the Early Years and Primary Classroom

Briggs, Mary

doi:10.4324/9780203826294

Cited by 7 publications

(8 citation statements)

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“…According to Sharp (Briggs & Davis, 2008), novelty is not idea really new, but new for students. It is also found in this research where the student's answers are only the pentagon, which is actually not two-dimensional, really original from the student's new idea, but the student himself who only drew such two-dimensional in the class.…”

Section: Discussionmentioning

confidence: 99%

“…Creative thinking is a process of constructing ideas to gain something new in insights, approach, perspective or way of understanding the problem (Grieshober, 2004;Isaksen, Dorval, & Treffinger, 2000;Martin, 2009;McGregor, 2007). Some indicators of creative thinking are fluency, flexibility, novelty, productivity, impact, success, efficiency, coherence (Briggs & Davis, 2008;Martin, 2009;Santrock, 2007;Sternberg, 2012). Creative thinking is a combination of logical and divergent thinking based on intuition consciousness by caring for fluency, flexibility, and novelty (Pehkonen & Törner, 2004;Siswono, 2004).…”

Section: Creative Thinking Abilitymentioning

confidence: 99%

“…Novelty is not idea really new, but new for the student (Briggs & Davis, 2008). The novelty concept must be returned to the student's knowledge condition and cannot be generalized to all conditions.…”

Section: Creative Thinking Abilitymentioning

confidence: 99%

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Creative thinking ability and cognitive knowledge: Big Five personality

Sitorus

Anas

Waruhu

2019

REiD

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This research aims at describing the ability and level of student’s creative thinking and student’s cognitive knowledge. It is qualitative research to search for data and information. Operationally, this research was conducted with some steps namely: (1) giving a set of big five personality test to 215 students to determine their personality type, (2) giving a set of creative thinking test of 215 students to measure the ability and level of their creative thinking, and (3) choosing one student randomly from each student’s personality type to be interviewed to search their cognitive knowledge. The results show that every student has a creative thinking ability, but the level of creative thinking varies. The category of student’s creative thinking ability based on Big Five Personalities is 'moderate or high'. The level of student’s creative thinking based on the big five personality is 'very creative, creative, quite creative or less creative'. The student’s cognitive knowledge based on the big five personality is drawing, designing, ascertaining, dividing, reasoning, analogy, imagining, utilizing, solving, understanding, determining, mentioning, and using trial and error.

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Section: Discussionmentioning

confidence: 99%

Section: Creative Thinking Abilitymentioning

confidence: 99%

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Creative thinking ability and cognitive knowledge: Big Five personality

Sitorus

Anas

Waruhu

2019

REiD

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“…A mathematics trail can take place indoors or outdoors -any place where there is sufficient freedom for children to roam about. It is 'the mathematical version of a nature trail' (Briggs and Davis 2008). Peterson (2000) writes of a mathematics trail that took place in the National Gallery of Canada in Ottawa; Humble (2007) created a mathematics trail through the city of Newcastle.…”

Section: Outdoor Learning and The Primary Mathematics Curriculummentioning

confidence: 99%

Outdoor mathematics trails: an evaluation of one training partnership

Moffett

2011

Education 3-13

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Outdoor education has received greater attention in the United Kingdom with the launch of the Learning Outside the Classroom Manifesto. However, teachers' lack of confidence and competence appear to be key factors underpinning the extent of outdoor learning provision in schools. This paper reports on a partnership project in which student teachers worked alongside classroom teachers to create outdoor activities in primary mathematics. Findings suggest that such a partnership provides a supporting framework for both teachers and student teachers to develop confidence, competence and enthusiasm for the provision of future outdoor learning experiences.

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“…Dahar (2011) mengungkapkan bahwa memecahkan masalah pada dasarnya merupakan tujuan utama dari proses pendidikan. Briggs, M. & Davis (2007) dalam penelitiannya menyebutkan bahwa kemampuan berpikir kreatif dapat ditingkatkan melalui aktivitas memecahkan masalah. Seorang individu akan melakukan proses berpikir ketika memecahkan masalah sampai dengan ditemukannya penyelesaian, hal tersebut dikarenakan dengan adanya masalah maka otak akan berlatih memproses informasi (Puspitasari & Sulaiman, 2019).…”

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Proses Berpikir Kreatif Siswa SMP dalam Memecahkan Masalah Numerasi Ditinjau dari Adversity Quotient (AQ)

Cahyati

Siswono

2022

Cendekia

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Proses berpikir kreatif merupakan kegiatan seseorang ketika melakukan aktivitas berpikir yang menghasilkan suatu kreativitas dalam memecahkan masalah yang tahapannya meliputi mensintesis ide, membangun ide, merencanakan penerapan, dan menerapkan ide. Proses berpikir kreatif setiap individu dalam memecahkan masalah berbeda satu dengan lainnya dan dapat dilihat melalui adversity quotient (AQ) yang dimilikinya. Tujuan penelitian ini adalah mendeskripsikan proses berpikir kreatif siswa SMP dengan AQ quitter, camper, dan climber dalam memecahkan masalah numerasi. Penelitian deskriptif kualitatif ini mengambil tiga subjek yaitu siswa dengan katergoti AQ berbeda. Pengumpulan data dilakukan dengan memberikan angket ARP, tes pemecahan masalah numerasi, dan wawancara. Analisis data dilakukan menggunakan konsep tanda Pierce. Hasil penelitian menunjukkan pada tahap mensintesis ide subjek camper dan climber melakukan pemisahan informasi penting, pada tahap membangun ide subjek quitter dan climber mengaitkan konsep pengetahuan yang dimiliki, pada tahap merencanakan penerapan subjek camper dan climber membuat rancangan strategi berdasarkan informasi dan konsep pengetahuan yang dimiliki, pada tahap menerapkan ide subjek quitter mengambil keputusan menyerah, subjek camper memilih untuk menggunakan strategi lain yang dianggap lebih mudah, dan subjek climber memilih untuk menggunakan strategi yang telah ia rencanakan meski sulit. Melalui hasil penelitian, guru dapat menaikkan antusias siswa dengan memberikan motivasi khusus pada siswa sesuai dengan kategori AQ.

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Creative Teaching: Mathematics in the Early Years and Primary Classroom

Cited by 7 publications

References 0 publications

Creative thinking ability and cognitive knowledge: Big Five personality

Creative thinking ability and cognitive knowledge: Big Five personality

Outdoor mathematics trails: an evaluation of one training partnership

Proses Berpikir Kreatif Siswa SMP dalam Memecahkan Masalah Numerasi Ditinjau dari Adversity Quotient (AQ)

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