The relation between creativity and students’ performance on different types of geometrical problems in elementary education

Schoevers, Eveline M.; Kroesbergen, Evelyn H.; Moerbeek, Mirjam; Leseman, Paul

doi:10.1007/s11858-021-01315-5

Cited by 17 publications

(16 citation statements)

References 38 publications

(62 reference statements)

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“…The relationships of these variables can be summarized by the equation y=6.11+1.64x1+0.04x2, where y is the mathematics problem-solving performance of the participants and x1 and x2 are variables representing the self-efficacy and creativity of the participants, respectively. This result is parallel to the study of Schoevers, et. al.…”

Section: Discussionsupporting

confidence: 88%

Mathematical Creativity, Mathematics Self-Efficacy, and Mathematics Problem-Solving Performance of High School Students in Different Curricular Programs

Bales¹,

Estomo²

2022

Int. J. Res. Publ. Rev.

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This descriptive-correlational study generally aimed to determine if mathematics self-efficacy and mathematical creativity can predict mathematics problem-solving performance of high school students. Further, it also aimed to determine the level of mathematics self-efficacy, level of mathematical creativity, and level of problem-solving performance of high school students as a whole and when classified according to curricular program. The respondents of this study were the two hundred twenty-four (224) high school students enrolled in a national high school in Iloilo. Cluster sampling was used to determine the participants in the study. Three researcher-made instruments were used in this study: the Mathematics Self-Efficacy Rating Scale (MSERS), the Mathematical Creativity Test (MCT), and the Mathematics Problem-Solving Test (MPST). These instruments were content-and face-validated by a panel of three experts and were pilot tested to determine their administrability. Mean and standard deviation were employed for the descriptive analysis of the study. The inferential statistical tools employed were the Oneway Analysis of Variance (ANOVA), Pearson’s Product-moment Correlation Coefficient (Pearson’s r) and the Stepwise Multiple Linear Regression Analysis, all set at .05 alpha level of significance. This study found that the participants’ level of mathematics self-efficacy and mathematics problem-solving performance when taken as an entire group was average, while their level of mathematical creativity, as a whole and in terms of fluency, flexibility, and originality, was moderately low. It was also found out that there existed a significant difference in self-efficacy; creativity in terms of fluency, flexibility, and originality; and mathematics problem- solving performance when the participants were classified according to curricular program. In addition, it was found that a moderate positive correlation existed between the participants’ mathematics self-efficacy and their mathematical creativity. Finally, the result of this study revealed that mathematics self-efficacy and mathematical creativity are predictors of mathematics problem-solving performance when participants were taken as a whole group. When classified according to curricular program, mathematics self-efficacy and mathematical creativity are predictors in the Regular Class participants but not in the Special Science Class, School for the Arts, and School of the Future participants. Furthermore, mathematical creativity was found to be the best predictor of mathematics problem solving performance when participants were taken as a whole group and when classified as to curricular program

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Section: Discussionsupporting

confidence: 88%

Mathematical Creativity, Mathematics Self-Efficacy, and Mathematics Problem-Solving Performance of High School Students in Different Curricular Programs

Bales¹,

Estomo²

2022

Int. J. Res. Publ. Rev.

View full text Add to dashboard Cite

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“…The systematic review of the empirical research on creativity in mathematics (education) revealed that MSTs are the most frequently used research tool for the evaluation of MC at the school level. Examples of such studies can be seen in Assmus and Fritzlar (2022) and Schoevers et al (2022).…”

Section: 41mentioning

confidence: 99%

“…Skemp (1986) argued that "mathematical generalization is a sophisticated and powerful activity" (p. 58) and drew a connection between mathematical understanding and the ability to generalize. Schoevers et al (2022) argued that creativity predicted student performance on geometrical problems generally and that creativity predicted student achievement on geometry problems requiring multiple solutions. Focusing on patterns, Assmus and Fritzlar (2022) argue that mathematical activity offers a variety of opportunities for creative development.…”

Section: Introductionmentioning

confidence: 99%

“…Schoevers et al (2022) argued that creativity predicted student performance on geometrical problems generally and that creativity predicted student achievement on geometry problems requiring multiple solutions. Focusing on patterns, Assmus and Fritzlar (2022) argue that mathematical activity offers a variety of opportunities for creative development.…”

Section: Introductionmentioning

confidence: 99%

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Relationships between general giftedness, expertise in mathematics, and mathematical creativity that associated with pattern generalization tasks in different representations

Eraky

Лейкин

Hadad

2022

Asian Journal for Mathematics Education

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The current study investigated creativity-directed problem-solving processing that explicitly requires solving pattern generalization problems in multiple ways. To examine mathematical creativity, we employed a multiple solution tasks approach, asking participants explicitly to solve pattern generalization problems in multiple ways. The participants were engaged with pattern generalization-multiple solution tasks in which patterns were presented numerically, diagrammatically, or contextually. The study aimed to examine whether success and creativity associated with solving pattern generalization-multiple solution tasks are affected (I) by expertise in mathematics (EM) and general giftedness (G) and (II) by task complexity and representation. Two hundred and ninety-eight participants from four research groups that differed in levels of general giftedness (G) and mathematical expertise participated in the study. We found that G affected statistically significant all the components of creativity when solving pattern generalization-multiple solution tasks, independently of task representation. Surprisingly, the effect of EM was lower and dependent on the type of task representation. Also surprising, we found statistically significant interactions between G and EM factors when solving pattern generalization-multiple solution tasks. The findings demonstrate a significant effect of task representation on students’ levels of success and creativity when engaged in solving pattern generalization-multiple solution tasks: contextual representations were approached with the highest level of success and creativity, whereas numerical representations appeared to be tackled with the lowest level of success and creativity. We suggest that mathematical instruction should integrate pattern generalization-multiple solution tasks to promote students’ mathematical expertise and creativity.

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“…Schoevers et al [4] investigated into the connection between mathematical problem-solving in elementary schools and creative thinking. There are four closed routine issues, six closed non-routine problems, and four open non-routine problems using geometry tests (multiple solution problems).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Creative Model: Theory Framework and Application in Mathematics Learning Activities

Subanji¹,

Nusantara²

2022

Active Learning - Research and Practice for STEAM and Social Sciences Education

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One of the most crucial abilities in the face of global issues is creativity. Because of this, research on creativity is always intriguing, especially in the context of mathematics education. Two investigations pertaining to original mathematical models are presented in this paper. The first study had 72 primary school instructors who took part in enhancing mathematical learning. Participants given open challenges with cube net material. Out of 137 high school students that consistently responded, 124 were included in the second study. Two descriptive statistical issues affect secondary school students. After a thorough interview to understand the subject’s thought process, the results of the problem-solving process were used to support the subject’s stance using an original mathematical model. Impersonation, adaptation, and building make up the creative model’s structure. The findings demonstrate the consistency of mathematical creativity model properties. The subject only imitates a successful routine method due to the level of imitation. According to the characteristics of the level of modification, the subject is able to alter the methods discovered in order to meet the difficulties at hand. The hallmarks of the creation level are that they develop novel, rational, and methodical approaches to problem-solving. Based on the findings of this study, a new method of learning mathematics was devised. The open-ended activities that have been packed into the form of a mathematical tree are utilized, together with the strategic approach to problem-posing.

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The relation between creativity and students’ performance on different types of geometrical problems in elementary education

Cited by 17 publications

References 38 publications

Mathematical Creativity, Mathematics Self-Efficacy, and Mathematics Problem-Solving Performance of High School Students in Different Curricular Programs

Mathematical Creativity, Mathematics Self-Efficacy, and Mathematics Problem-Solving Performance of High School Students in Different Curricular Programs

Relationships between general giftedness, expertise in mathematics, and mathematical creativity that associated with pattern generalization tasks in different representations

Mathematical Creative Model: Theory Framework and Application in Mathematics Learning Activities

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