Interpretation Awareness of Creativity Mathematics Teacher High School

Abstract

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.

Mathematical Creativity of Pre-service Teachers in Solving Non-routine Problems in State University in Laguna

“…However, teachers' lack of knowledge, low level of competence, math anxiety, and fixed belief hinder the aim of reformed education in maximizing student's mathematical creativity [17]. This is inconsonant to the findings of Gelora et al, [26] that limited knowledge of the teacher adversely affects pedagogies that would promote this skill. Nadjafikhah, et al [25] noted further that creative students could only be produced by creative teachers.…”

“…Teachers are the catalysts of change and, therefore, could provide invaluable aid in fostering mathematical creativity [25]. Several researchers confirmed that creative teachers could maximize the potential growth of students in terms of their knowledge, experiences, skills, and engagement in real-life tasks [18,26,27]. Further, Suastika [28] even emphasized that it is the duty of the Mathematics teachers to encourage students' creativity, and it is necessary for them to provide a conducive environment for the optimal development of such skill.…”

“…With the implication of creativity in today's world, several researchers have become interested in studying creativity in general [34,35,26,27]. However, the frequency of researches in analyzing Mathematical creativity is very scarce [36].…”

Exploring high school teacher’s design of rich algebra tasks

“…Attend to the problems presented in mathematics tasks. This study focuses on tasks' characteristics (Mastuti et al, 2016;Mata-Pereira & da Ponte, 2017). These characteristics include: 1) multiple questions of varying levels of challenge, emphasizing exploratory problems and items; 2) generalization questions arise; 3) questions asking to justify answers and the resolution process; and 4) questions that allow various completion processes.…”

“…Several studies on rich mathematics tasks have been conducted, such as Fitriati et al (2020) and Mastuti et al (2016), which show the role of rich tasks in developing student learning. Based on the results of research by Barrot et al (2021), Bringula et al (2021); Stehle and Peters-Burton (2019) have reported rich task potential, such as student challenges to solving problems that have links to the world outside the classroom.…”