Pensamiento matemático y creatividad a través de la invención y resolución de problemas matemáticos

Ayllón, María Fernanda; Gómez, Isabel A.; Ballesta-Claver, J.

doi:10.20511/pyr2016.v4n1.89

Cited by 43 publications

(40 citation statements)

References 23 publications

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“…Although creativity knows many definitions, a common description of the general creative process is that it is an "interaction among aptitude, process, and environment by which an individual or a group produces a perceptible product that is both novel and useful as defined within a social context" (Plucker et al 2004, p. 90). That a more general type of creativity is required in order to be mathematically creative has been reported in several studies (Ayllón et al 2016;Kroesbergen and Schoevers 2017;Lin and Cho 2011;Sak and Maker 2006;Schoevers et al 2018). These studies verify that there is a domain-general part of creativity, perhaps related to insight or divergent thinking (Mumford and Gustafson 1988;Plucker 1999).…”

Section: Domain-general Creativity and Mathematical Ability In Relatisupporting

confidence: 55%

The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

et al. 2020

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The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

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Section: Domain-general Creativity and Mathematical Ability In Relatisupporting

confidence: 55%

The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

et al. 2020

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“…The necessity of improving students' creative thinking is a recent conception widely accepted in different instructional documents and curricula (e.g., Ministry of National Education [MoNE], 2018;NCTM, 2000). Despite the indicated importance, there is no single accepted definition for creativity due to its complexity and versatility (Ayllon, Gomez & Balleste-Claver, 2016;Treffinger, Young, Selby & Shepardson, 2002). In essence, researchers' definitions and explanations regarding creativity showed that its most apparent and agreed-upon feature is that producing something new.…”

Section: Creativity and Problem-posingmentioning

confidence: 99%

Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

Öçal¹,

Kar²,

Güler³

et al. 2020

REDIMAT

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This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

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“…Other researchers claim problem-posing activities are useful for teachers to assess students' cognitive processes and to improve classroom instruction (Cai & Hwang, 2019;Rosli et al, 2020). When an individual poses a problem, thinking and reasoning processes are utilized together with a problem-solving strategy to generate new problems (Ayllón, Gómez, & Claver, 2016).…”

Section: Introductionmentioning

confidence: 99%

Malaysian and American Preservice Teachers' Ability and Perspective on Mathematical Problem-Posing

Rosli

Capraro

2020

ujer

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Problem-posing has received considerable attention among the mathematics education community. In the present study, researchers explored preservice teachers in two countries in terms of their ability and perspectives on mathematical problem-posing. Twenty-four preservice teachers in a secondary school program in Malaysia and 26 preservice teachers in the middle school program in the United States participated in this study. The preservice teachers posed at least three mathematical block pattern problems and these were categorized according to structures, mathematical concepts, languages, and relevance elements. The results showed the American preservice teachers demonstrated better performance on the structure, mathematical concepts, and compatibility elements. The inferential analysis showed significant differences in problem-posing skills between these two groups of preservice teachers on structure (U = 149.5, p = .006) and relevance (U = 156.50, p =. 008) of the mathematical problems. Both groups had similar perspectives related to posing mathematical problems. Implications for classroom instruction were also discussed.

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Pensamiento matemático y creatividad a través de la invención y resolución de problemas matemáticos

Cited by 43 publications

References 23 publications

The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

Malaysian and American Preservice Teachers' Ability and Perspective on Mathematical Problem-Posing

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