Development and Validation of a Testing Tool for Mathematical Creativity and Character

Whang, Woo-Hyung; Dong-Joong, Kim; Won, Kim Seong; Lee, Da-Hee; Choi, Sang-Ho

doi:10.7468/mathedu.2017.56.1.41

Cited by 2 publications

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“…Our analysis of multiple sources of data indicates that our unit on creative character education was effective in developing preservice teachers' perceptions of creativity and character education. It also confirmed that the participants' changing perspectives towards the 6 practices actually reflected 8 of the 10 attributes of creativity and all of the 8 attributes of character education [7]. Further, the participants demonstrated a growing awareness of the potential opportunity and challenges of creative character education in mathematics.…”

Section: Discussionmentioning

confidence: 52%

“…In this way, the use of storytelling, manipulatives, and multiple representations combine to afford meaningful opportunities for students to engage in inductive reasoning, synthesis, and ultimately creativity in the mathematics classroom [16]. Table 1 shows the literature to categorize subdomains of creativity and to support our rationale for the connection between creativity and teacher practice in the classroom [7]. Table 1.…”

Section: Creativity Education Program In the Studymentioning

confidence: 99%

“…The main data sources of this study consisted of survey responses and artifacts from participants' activities, including written reflections and transcribed data of student debates and presentations. As part of the study, a questionnaire instrument was designed by adapting the survey items of Whang et al [7], which proposed a survey of 60 items with middle school students as respondents. First, we reviewed the literature and identified the subdomains of creativity and character which were most appropriate for a curriculum for preservice teachers, including storytelling, use of manipulatives and technology, use of representations, classroom norms, collaborative learning, and multirater feedback (i.e., [21,56]).…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…In our regional context, the Korean Ministry of Education [6] also identified creativity and character building education as an important future educational practice for our students. Research on creativity and character building has explored subdomains of each construct and developed scales to investigate relationships between those two constructs [7]. Research in teacher education initially investigated ways of training teachers to foster student creativity [8,9], while recent research has underscored the role of teachers in supporting students as they develop creativity and character [10].…”

Section: Introductionmentioning

confidence: 99%

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Creative Character Education in Mathematics for Prospective Teachers

et al. 2019

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This study examines preservice teachers’ perspectives of creativity and character education in mathematics through a university-based teacher education program. We developed a curricular unit on creative character education in a mathematics methods course and investigated participants’ (n = 56) emerging perspectives of teaching creativity and character by the integration of content and process in mathematics. Data were collected through pre- and post-questionnaires and transcribed course discussion and presentation sessions. A quantitative analysis of the questionnaires through a t-test confirmed key changes in participants’ perspectives, while the qualitative context of data illustrates the participants’ emergent views on creative character education in mathematics. Overall, findings suggest that a mathematics teacher education curriculum integrating mathematical creativity and character education has the potential to prepare future educators to implement pedagogy that bridges between process and content in school mathematics for the next generation of learners.

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Section: Discussionmentioning

confidence: 52%

Section: Creativity Education Program In the Studymentioning

confidence: 99%

Section: Data Collection and Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Creative Character Education in Mathematics for Prospective Teachers

et al. 2019

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Fostering Creativity in Higher Education Institution: A Systematic Review (2018–2022)

Setiamurti,

Kurniawati

2024

Open Education Studies

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Several studies have stressed the necessity of fostering students’ creativity in the twenty-first -century learning process, particularly at the higher educational level. This study synthesized the characteristics (country, study population, and field of education/subject), methods, and theoretical ground used to foster students’ creativity in higher education research. Using the PRISMA 2020 as a guideline for writing a systematic literature review, two databases (ProQuest and Scopus) were searched for peer-reviewed, primary, and empirical research published in English between January 1, 2018, and October 15, 2022. A final selection of 28 studies that met the eligibility criteria were examined. The result showed that most of the studies reviewed were conducted on undergraduate students in developed industrialized East Asian countries and used surveys as the primary data collection method. Moreover, the grounding theories used in fostering creativity in higher education research were still scarce. This study showed that further research is needed to examine the mechanism for developing student creativity in higher education with more diverse samples, rigorous methods, and theoretical grounding.

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Development and Validation of a Testing Tool for Mathematical Creativity and Character

Cited by 2 publications

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Creative Character Education in Mathematics for Prospective Teachers

Creative Character Education in Mathematics for Prospective Teachers

Fostering Creativity in Higher Education Institution: A Systematic Review (2018–2022)

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