Stimulating Mathematical Creativity through Constraints in Problem-Solving

2018 ◽  
pp. 301-319 ◽  
Author(s):  
Christian Bokhove ◽  
Keith Jones
Keyword(s):  
Problem Solving ◽  
Mathematical Creativity

The use of open-ended question pictures in the mathematics classroom

2018 ◽  
Vol 4 (9) ◽  
pp. 1-9
Author(s):  
Mela Azizaa
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Multiple Solutions ◽  
Mathematics Classroom ◽  
Visual Representations ◽  
Mathematical Creativity ◽  
Whole Class ◽  
The Uk

Teachers have to ensure to pose open-ended questions that allow multiple solutions in a mathematics classroom regarding problem-solving and mathematical creativity. Teachers can use visual representations or pictures to ask open-ended questions in order to encourage students to be curious about finding possible answers. This research is focused on the use of open-ended question pictures, students’ responses and students’ mathematical creativity in response to the questions. This study used observation of a lesson that involved a teacher and twenty-seven class-three students (aged 7–8 years old) in a primary school in the UK. During the observation, a whole-class activity between the teacher and students was recorded and notes were also taken. There were three open-ended questions using pictures that the teacher orally posed during a lesson. The findings showed that open-ended question pictures could stimulate students’ responses and mathematical creativity. Keywords: Open-ended question pictures, representations.

scholarly journals Fostering Mathematical Creativity Among Engineering Undergraduates

2019 ◽  
Vol 1 (1) ◽  
pp. 31-40
Author(s):  
Keng Keh Lim ◽  
Zaleha Ismail ◽  
Yudariah Mohammad Yusof
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Research Design ◽  
Mathematical Creativity ◽  
Qualitative Research Design ◽  
Creative Methods ◽  
Mathematical Problems ◽  
Creative Problem ◽  
Engineering Undergraduates

This research is used to study engineering undergraduates fostering their mathematical creativity during creative problem solving. This was an exploratory research carried out in a public university as to find out the impact of CPS towards mathematical creativity among the engineering undergraduates. A case study was used to provide deep exploration of how the engineering undergraduates using their creative methods to solve open-ended mathematical problems creatively. Qualitative research design was applied in order to understand in depth the engineering undergraduates working collaboratively to generate their creative ideas during mathematical problem solving. Three final years engineering undergraduates took part in the study.  They had to use their divergent and convergent thinking to generate creative methods to solve twelve open-ended mathematical problems. Qualitative research design of case study was used in this study to explore the engineering undergraduates using creative methods to solve open-ended mathematical problems during creative problem solving processes. By analyzing the data collected from the case study can provide in-depth and detail understanding of the creative processess and products of the research. Observation and recording sheets were used to collect all the data. SCAMPER was also used as a guideline for them to spark their creaivity. All the qualitative data of drawing from documents, videotape from observation and snapshot texts from recording sheets were collected and then analyzed. They were coded and categorized into different themes in order to find out the mathematical creativity among the engineering undergraduates. The results in this study shows that the engineering undergraduates were able to generate different creative methods with the help of the SCAMPER.

The effectiveness of the selective problem solving model on students’ mathematical creativity: A Solomon four-group research

2020 ◽  
Vol 38 ◽  
pp. 100719
Author(s):  
Nilgun Kirisci ◽  
Ugur Sak ◽  
Fatih Karabacak
Keyword(s):  
Problem Solving ◽  
Mathematical Creativity ◽  
Group Research ◽  
Problem Solving Model

scholarly journals The development of mathematical creativity through model-eliciting activities

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Helena M. Wessels
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Prospective Teachers ◽  
Mathematical Knowledge ◽  
Traditional Approach ◽  
Mathematical Creativity ◽  
Open Problems ◽  
Creative Solutions ◽  
Model Eliciting Activities ◽  
Knowledge Competencies

The ability to think creatively and solve problems is regarded as crucial for economic and personal success. The traditional approach in classrooms is not conducive to mathematical creativity, and prospective teachers should be exposed to alternative problem solving activities through which mathematical knowledge, competencies and creativity can be developed. Research studies have pointed out the possibilities and successes of a modelling approach in which complex, open problems or model-eliciting problems are used to develop meaningful mathematical knowledge and prepare learners for everyday life, as well as for tertiary studies and their occupations. Model-eliciting activities (MEAs) do not only develop mathematical knowledge, but also creativity. Five hundred and one preservice Foundation Phase teachers completed different model-eliciting activities (MEAs) in a longitudinal project over a period of two years. The purpose was to develop and consolidate their own mathematical knowledge, and at the same time develop creativity and modelling competencies. The ultimate purpose of the project is to prepare preservice teachers to use mathematical modelling to develop creativity in young children aged six to nine. Through solving MEAs learners also build and consolidate their mathematical knowledge and improve their own problem-solving abilities. A framework with four criteria for the identification of creativity was successfully used to evaluate levels of creativity in the solutions offered to the MEAs. Preservice teachers’ final models displayed reasonably consistent levels of creativity regarding the four criteria. Their willingness to solve MEAs and create multiple, original and useful – therefore creative – solutions also increased over the period of their exposure to modelling tasks.

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