How could the Presentation of a Geometrical Task Influence Student Creativity?

This study aims to investigate high school students’ geometry learning by focusing on mathematical creativity and its relationship with visualisation and geometrical figure apprehension. The presentation of a geometrical task and its influence on students’ mathematical creativity is the main topic investigated. The authors combine theory and research in mathematical creativity, considering Roza Leikin’s research work on Multiple-Solution Tasks with theory and research in visualisation and geometrical figure apprehension, mainly considering Raymond Duval’s work. The relations between creativity, visualization and geometrical figure apprehension are examined through four Geometry Multiple-Solution Tasks given to high school students in Greece. The geometrical tasks are divided into two categories depending on whether their wording is accompanied by the relevant figure or not. The results of the study indicate a multidimensional character of relations among creativity, visualization and geometrical figure apprehension. Didactical implications and future research opportunities are discussed.

Correlations among Perception, Emotion and Behavior in Sustainable Development of Mathematical Creativity Competency of Primary School Students in Vietnam

Vietnam is currently in the process of renovating the general educational curriculum, shifting from a content-based to a competency-based approach, with mathematical creativity as one of the core competencies. This paper aims to determine the correlations of perception, emotion, and behavior in sustainable development of mathematical creativity for primary school students in Vietnam. Analysis of 5th graders’ survey results in different regions in Vietnam (N = 903) shows that perception and emotion are highly correlated with the p-value Sig. (2-tailed) = 0.000 (<0.01); emotion and behavior are also correlated positively with the p-value Sig. (2-tailed) < 0.01, while perception and behavior also have a positive correlation with the p-value Sig. < 0.01. From the analysis, there are positive correlations of perception, emotion, and behavior, in which the role of emotion has the strongest effect on the process of teaching mathematical creativity for Vietnamese primary school students. At the same time, the analysis results show that there is no vast difference between students’ perception, emotion, and behavior amongst the urban, plain, and mountainous areas in Vietnam. The paper affirms the necessity to discover and strengthen students’ mathematical creativity from the primary school levels to equip human resources with essential competencies to face future obstacles in achieving sustainable development. Received: 19 October 2021 / Accepted: 7 December 2021 / Published: 3 January 2022

Fostering Mathematical Creativity Through Problem Posing and Three-Act Tasks

The National Association for Gifted Children and The National Council of Teachers of Mathematics both call for problem posing. This article illustrates the strategies used during a series of three Three-Act Tasks to foster second grade students’ abilities to problem pose. The students’ problem posing improved across the three Three-Act Tasks and revealed mathematically creative thinking. To support and encourage the students to problem pose, the teacher asked generative questions, modeled various problems, provided concrete manipulatives, and had the students create their own sequel to the Three-Act Tasks.

Assessing Students’ Mathematics Achievement and Mathematical Creativity using Mathematical Creative Approach: A Quasi-Experimental Research

There is an abundance of literature highlighting the need to focus on enhancing students’ creativity in the classroom. This research aimed to determine the impact of the Mathematical Creative Approach (MCA) on mathematical creativity and mathematics achievement among students and to explore the relationship between mathematical creativity and achievement in mathematics. A quasi-experimental research design was employed for the study that included a total of 64 Form Four students from schools in Kuala Lumpur; 32 students in the intervention group and 32 students in the comparison group. The findings showed that those participants who were exposed to MCA reported significant positive changes in both outcome variables (mathematical creativity and mathematics achievement) as compared with those from the control group. Based on the results, there was also a high correlation between mathematical creativity and mathematics achievement. The research revealed that MCA has enormous capabilities to promote creativity; hence it should be integrated into pedagogical approaches to foster higher-quality learning among students. Additionally, the research results may serve as a guide for educators in Higher Learning institutions to design innovative curriculum for pre-service mathematics teachers, especially those being trained to integrate creativity and character development into student learning. Keywords: Mathematical creative approach, Mathematical creativity, Mathematics achievement