Geometrical Figure Apprehension, Construction of Auxiliary Lines, and Multiple Solutions in Problem Solving: Aspects of Mathematical Creativity in School Geometry

2021 ◽  
Author(s):  
Panagiotis Gridos ◽  
Evgenios Avgerinos ◽  
Joanna Mamona-Downs ◽  
Roza Vlachou
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Creativity ◽  
Geometrical Figure ◽  
School Geometry ◽  
Auxiliary Lines

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.

Problem solving with the Sneetches

2016 ◽  
Vol 23 (5) ◽  
pp. 282-283
Author(s):  
James Russo ◽  
Toby Russo
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Concepts ◽  
Mathematical Problems

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, teachers read the classic Dr. Seuss book The Sneetches and other stories with their class and get students to engage with these associated mathematical problems. The problems, many of which are open-ended or contain multiple solutions or solution pathways, cover a range of mathematical concepts.

Are Two Solutions Better than One? Effects of Multiple Solutions on Group Problem Solving

2021 ◽  
Vol 2021 (1) ◽  
pp. 12013
Author(s):  
Gbemi Abimbola ◽  
P Robert Duimering ◽  
Arielle Grinberg
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Group Problem ◽  
Group Problem Solving ◽  
Better Than

A New Angle For Constructing Pentagons

1982 ◽  
Vol 75 (4) ◽  
pp. 288-290
Author(s):  
John Benson ◽  
Debra Borkovitz
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Geometry ◽  
School Geometry ◽  
Traditional High School ◽  
Geometry Class

The traditional high school geometry class can be enhanced by the addition of appropriate problem-solving activities. One such problem, the construction of a pentagon, can be divided into three worth-while tasks.

Fostering Mathematical Thinking through Multiple Solutions

2000 ◽  
Vol 5 (8) ◽  
pp. 534-539
Author(s):  
Jinfa Cai ◽  
Patricia Ann Kenney
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Mathematical Thinking ◽  
School Mathematics ◽  
Reform Movement ◽  
Mathematics Students ◽  
Mathematical Concepts ◽  
Teachers And Students

The reform movement in school mathematics advocates communication as a necessary component for learning, doing, and understanding mathematics (Elliott and Kenney 1996). Communication in mathematics means that one is able not only to use its vocabulary, notation, and structure to express ideas and relationships but also to think and reason mathematically. In fact, communication is considered the means by which teachers and students can share the processes of learning, doing, and understanding mathematics. Students should express their thinking and problem-solving processes in both written and oral formats. The clarity and completeness of students' communication can indicate how well they understand the related mathematical concepts.

The Back Page: My Favorite Lesson: Paper Folding and Problem Solving

2014 ◽  
Vol 108 (3) ◽  
pp. 240
Author(s):  
Arsalan Wares
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
School Geometry ◽  
Paper Folding ◽  
Hands On ◽  
Geometry Class

Problem solving is essential in mathematics. Rich problems can challenge and thrill us. This hands-on activity provokes students in a secondary school geometry class to think deeply about perimeters for several polygons as they touch, see, and manipulate a standard rectangular sheet of paper.

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.

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