Naslov
Incentive methods in mathematics lessons as support for the development of students' creativity

Autori
Jukić Matić, Ljerka ; Moslavac Bičvić, Diana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Creative Approaches to Learning and Teaching / Vesna, Svalina - Osijek : Fakultet za odgojne i obrazovne znanosti Sveučilišta Josipa Jurja Strossmayera u Osijeku, 2023, 134-134

ISBN
978-953-8371-11-0

Skup
First international conference CALT

Mjesto i datum
Osijek, Hrvatska, 24.03.2023. - 25.03.2023

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
mathematical creativity ; problem-posing ; problem solving ; open-ended tasks ; divergent thinking

Sažetak
Creativity can be defined as a blend of divergent and convergent thinking. Divergent thinking is associated with the production of variability, while convergent thinking is associated with the investigation of variability. Typically, mathematical creativity is regarded as a domain-specific skill that cannot be transferred to other domains. Some educators view creativity as both a procedure and an outcome. Product-view is commonly used in academic research to evaluate the written solutions and mathematical creativity of students. The less-used process-view attempts to capture the processes that students employ during creative moments. However, numerous issues within the concept of mathematical creativity remain unresolved ; for instance, there is no universally accepted definition of mathematical creativity, nor is there a single model for assessing it. Haylock's definition of creativity as the capacity for divergent production in mathematical contexts is commonly used to define mathematical creativity, where originality, fluency, and adaptability are referred to as its primary characteristics. This paper provides a review of methods described in the literature for eliciting students' mathematical creativity. The first is problem solving, while the second is problem-posing. Problem solving involves dealing with open mathematical tasks such as those involving multiple solutions and multiple strategies tasks. Solving open-ended problems is a creativity-oriented activity because it promotes and requires mental flexibility and affords numerous opportunities for the generation of original ideas. Problem posing expands the student's capacity for flexible and strategic thinking. The ability to generate additional questions regarding a mathematical phenomenon demonstrates a high level of originality. Both approaches can be evaluated along the dimensions of fluency, flexibility, and originality.

Izvorni jezik
Engleski

Znanstvena područja
Matematika, Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

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