Creative thinking process of female elementary school student with visual learning style in mathematical problem solving

Abstract

In solving mathematical problems, the creative thinking process is basically assessed based on two indicators: creative processes and products. The creative process is the stage of creative thinking that includes generating ideas, planning problem solving, and producing problem solving. The process generates creative products should meet the aspects of fluency, flexibility, and novelty. The present study aims at describing the creative thinking process of elementary school students in solving mathematical problems. It involved female student who practiced visual learning style as the subject with the consideration the subject could generate a flexible product, but not an extraordinary product that meets the aspects of fluency and novelty. Data was collected through test and in-depth interview. The validity was done with data triangulation technique. The collected data were analyzed with transcription, categorization, reduction, interpretation and conclusion. The findings indicate that the creative thinking process of elementary school students in mathematical problem solving is realized through generating ideas (reading and examining images in the question) to identify information that is already known, to employ different approaches for planning problem solving, and to produce creative products that meet the aspect of flexibility. Nevertheless, the products have not fulfilled the aspects of fluency and novelty.

Student Representation of Mathematical Thinking In Mathematical Problem Solving

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Mathematics Creative Thinking Skills Instrument to Solve Cube and Rectangular Prism Volume Problems for Elementary School Students

“…The capacity to think creatively in mathematics is the capacity to provide various answers to a problem, see the problem not only from one point of view, record problems in detail, reveal solutions in different ways than ever before, and explore various answers (Rosyanti, Rohaendi, Zanthy, & Sylviana, 2019). The study says that elementary students' creative thinking processes in solving mathematical problems are realized by generating ideas to identify known information, using different approaches to planning problem solving, and producing creative products that meet aspects of flexibility (Ishabu, Budayasa, & Siswono, 2019). Mathematical creative thinking skills as an orientation to mathematical instruction, including discovery and problem-solving tasks (Moma, 2016).…”