Mathematical creativity: A vehicle to foster equity

Kozlowski, Joseph S.; Si, Shouqing

doi:10.1016/j.tsc.2019.100579

Cited by 19 publications

(23 citation statements)

References 33 publications

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“…Research in the field of creativity is essential for future growth and development of this modern world, therefore, it needs to be studied thoroughly [18]. Creativity in mathematical problem solving for all levels of educations should not be ignored during mathematics curriculum development.…”

Section: Discussionmentioning

confidence: 99%

“…Mathematical creativity is important as it requires the ability of a person to discover a new relationship between techniques and area of application and also able to make associations between a possible unrelated idea [17]. It is necessary to encourage and develop a deeper understanding of the particular attributes of the relationship between creativity and mathematics [18]. In Malaysia, the Ministry of Education has done various improvements in the field of the curriculum so that education can change in parallel with changes that occur in the community whether within or outside the country.…”

Section: The Needs To Study Mathematical Creativitymentioning

confidence: 99%

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Creativity in Mathematics: Malaysian Perspective

Hafizi¹,

Kamarudin²

2020

ujer

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Becoming a world-class education system is one of Malaysia's aspirations that will allow the citizens to achieve their full potential besides contributing to country advancement. One of the goals of national education is to provide human resources for the needs and progress of the country. However, Malaysia is facing a phenomenon where despite its globalization in higher education, the percentage of unemployed graduates remains high. The requirement of creativity in problem-solving is not only highlighted as an essential ability in STEM education, but also one of the important skills in the industrial field. Graduates fail to meet the employer requirement due to lack of creative skills in problem-solving which leads to difficulties in getting a job. This paper attempts to discuss this deficiency from the creative perspective and highlight the reasons why it is important to study more on creativity among our students at all level especially in the field of mathematics. It is acknowledged in Malaysia's higher education blueprint where 'improving the quality of graduates' becomes one of its top five aspirations. Students' performance in tertiary mathematics is reflected by what and how students learn in primary and secondary mathematics prior to the admittance into the university. They should have the creativity to apply, connect and synthesize all the knowledge and information that they attained from primary, secondary and tertiary level to the work field. Lack of creativity in mathematics could be one of the contributing factors for the struggle that the students encounter when faced with these transitions. Without enough resources and relevant articles on mathematical creativity research in Malaysia, this is a problem to tackle for the improvement of the future generation. The need arises for researchers and educators to start to assess and fully realize the level of mathematical creativity among the students in order for the next step on developing creativity for the future and increasing quality citizens for the sake of country's growth and development.

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Section: Discussionmentioning

confidence: 99%

Section: The Needs To Study Mathematical Creativitymentioning

confidence: 99%

Creativity in Mathematics: Malaysian Perspective

Hafizi¹,

Kamarudin²

2020

ujer

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Section: Research Backgroundmentioning

confidence: 99%

“…But the traditional way of teaching mathematics does not allow the students to critique, evaluate and understand each other's ideas for solving the same mathematical problem. Therefore, the traditional methods of teaching mathematics do not foster equitable interactions among students, which is required to accomplish equity (Kozlowski and Si, 2019;Luria and Kaufman, 2017). Castelli et al (2012) argue that equity should provide all students the same opportunity or legally recognized rights; help all students to access the educational institute; apply educational models and measure to all students equally; and provide the same opportunities to all students for accessing the learning resources.…”

Section: Equity In Learning Environmentsmentioning

confidence: 99%

Investigating cognitive holding power and equity in the flipped classroom

Ahmed

Indurkhya

2020

Heliyon

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In recent years, the flipped classroom has been proposed as an alternative paradigm of teaching, and has been demonstrated to improve the students' knowledge and skills, engagement, and self-efficacy. At the same time, as the number of students seeking higher education is growing and the needs of these students are rapidly evolving, it has become necessary to improve their cognitive holding power and enhance equity among them. The goal of this study is to investigate the impact of the flipped classroom on improving the students' cognitive holding power and enhancing equity. For this study, the flipped classroom was implemented for teaching undergraduate university students' course “An Introduction to Instructional Technology”. In the class, whiteboard and Smartboard were used to discuss and clarify ambiguous ideas related to the topic and to present the model answers for the tasks. Outside the class, video files and Google applications (Word, PPT, Drive) were used for delivering learning materials. WhatsApp was used for communication and Google form was used for designing learning activities and assessment. The results of the study indicate: (1) to some extent flipped classroom can be a solution for improving students' cognitive holding power, especially in performing learning tasks and following teacher' instructions. (2) Equity among the students can be enhanced in the flipped classroom. These findings have implications for using the flipped classroom in managing the diversity of university students through enhancing equity among them and improving their abilities.

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“…At the professional level, mathematical talent is understood as outstanding performance that leads to discoveries and so is closely related to mathematical creativity [10]. Research has demonstrated that developing creative thinking in mathematics is closely connected to the progress of society [15]. In schools, then, mathematical creativity should be included when developing mathematical talent to prepare students to be innovative and reflexive leaders in diverse fields of knowledge that can promote new methods and atypical perspectives in the evolution of science [1].…”

Section: Introductionmentioning

confidence: 99%

A Theoretical Model for the Development of Mathematical Talent through Mathematical Creativity

Vázquez

Fuentes

2020

Education Sciences

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This study was conducted from a perspective that adopts a broad vision of mathematical talent, defined as the potential that a subject manifests when confronting certain types of tasks, in a successful way, that generate creative mathematical activity. To analyse this, our study proposes a Praxeological Model of Mathematical Talent based on the Anthropological Theory of Didactics and the notion of mathematical creativity, which defines four technological functions: (1) producing new techniques; (2) optimizing those techniques (3); considering tasks from diverse angles; and (4) adapting techniques. Using this model, this study analyses the creative mathematical activity of students aged 10–12 years displayed as they sought to solve a series of infinite succession tasks proposed to encourage the construction of generalization processes. The setting is a Mathematics Club (a talent-promoting institution). The evaluation of results shows that the Praxeological Model of Mathematical Talent allows the emergence and analysis of mathematical creativity and, therefore, encourages the development of mathematical talent.

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Mathematical creativity: A vehicle to foster equity

Cited by 19 publications

References 33 publications

Creativity in Mathematics: Malaysian Perspective

Creativity in Mathematics: Malaysian Perspective

Investigating cognitive holding power and equity in the flipped classroom

A Theoretical Model for the Development of Mathematical Talent through Mathematical Creativity

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