Original article | Base for Electronic Educational Sciences 2023, Vol. 4(1) 1-14
Aygen Koç Koca
pp. 1 - 14 | DOI: https://doi.org/10.29329/bedu.2023.528.1 | Manu. Number: MANU-2302-17-0003.R1
Published online: March 14, 2023 | Number of Views: 56 | Number of Download: 568
Abstract
Mathematical creative thinking and problem-solving skills are essential for success in the 21st century. The present study investigated 43 special education teacher candidates’ creative processes by examining their mathematical problem-solving skills and, later, by interviewing them. This qualitative case study revealed the creative process stages of the respondents while they worked on mathematical problems and examined how they achieved original ideas and strategies. The results showed that pre-service teachers did not produce enough original solutions to an arithmetic mathematical problem. Teacher candidates and teachers play a vital role in developing students’ creative thinking skills in the teaching process. For this reason, the results show that it is essential to create, develop, and use learning activities that support the creativity of teacher candidates.
Keywords: Creative thinking, mathematical problem-solving, special education teachers, mathematical creativity.
How to Cite this Article? |
---|
APA 6th edition Harvard Chicago 16th edition |
References |
---|
Abraham, A., & Collins, D. (2011). Effective skill development: How should athletes’ skills be developed. Performance psychology: A practitioner’s guide, 207-229. Bicer, A. (2021). Multiple representations and mathematical creativity. Thinking skills and creativity, 42, 100960. Chamberlin M. T., Chamberlin S. A. (2010). Enhancing preservice teacher development: field experiences with gifted students. J. Educ. Gift. 33, 381–416. doi: 10.1177/016235321003300305 Chamberlin, S. A., & Moon, S. M. (2005). Model-eliciting activities as a tool to develop and identify creatively gifted mathematicians. Journal of Secondary Gifted Education, 17(1), 37-47. Chamberlin, S. A., & Payne, A. (2022). Mathematical Creativity and Society. In Mathematical Creativity: A Developmental Perspective (pp. 27-39). Cham: Springer International Publishing. Contreras, J. N. (2013). Fostering mathematical creativity through problem posing and modeling using dynamic geometry: Viviani’s problem in the classroom. Journal of Mathematics Education at Teachers College, 4(2). Diakidoy, I. A. N., & Kanari, E. (1999). Student teachers’ beliefs about creativity. British Educational Research Journal, 25(2), 225-243. Eckhoff, A. (2011). Creativity in the early childhood classroom: Perspectives of preservice teachers. Journal of Early Childhood Teacher Education, 32(3), 240-255. Ervynck, G. (2002). Mathematical creativity. D. Tall (Ed.), Advanced mathematical thinking, Dordrecht, The Neetherlands: Kluwer Academic. Feldhusen J. F. (1997). “Educating teachers for work with talented youth,” in Handbook Of Gifted Education. 2nd Edn. eds. Colangelo N., Davis G. A. (Boston, MA: Allyn & Bacon; ), 547–552. Gunawan, G., Harjono, A., Sahidu, H., & Herayanti, L. (2017). Virtual laboratory of electricity concept to improve prospective physics teachers creativity. Jurnal Pendidikan Fisika Indonesia, 13(2), 102-111. Gunawan, G., Sahidu, H., Susilawati, S., Harjono, A., & Herayanti, L. (2019, December). Learning management system with Moodle to enhance creativity of candidate physics teacher. In Journal of Physics: Conference Series (Vol. 1417, No. 1, p. 012078). IOP Publishing. Haavold, P. Ø. (2013). What are the characteristics of mathematical creativity? An emprical and theorical investigation of mathematical creativity? University of Tromso, Norway. Haylock, D. W. (1987). A framework for assessing mathematical creativity in school chilren. Educational studies in mathematics, 18(1), 59-74. Herayanti, L., Fuaddunnazmi M. and Habibi, H. (2017). Pengembangan Perangkat Pembelajaran Fisika Berbasis Moodle. Jurnal Pendidikan Fisika dan Teknologi 3(2), 197-206. Hershkovitz, S., Peled, I., & Littler, G. (2009). Mathematical creativity and giftedness in elementary school: Task and teacher promoting creativity for all. In Creativity in mathematics and the education of gifted students (pp. 253-269). Brill. Hidayat, R., & Evendi, E. (2022). The Intervention of Mathematical Problem-Solving Model on the Systems of Linear Equation Material: Analysing its Impact on Increasing Students' Creative Thinking. International Journal of Essential Competencies in Education, 1(2), 61-68 Hoth, J., Kaiser, G., Busse, A., Doehrmann, M., Koenig, J., & Blömeke, S. (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM, 49, 107-120. Jahnke, I., Haertel, T., & Wildt, J. (2017). Teachers’ conceptions of student creativity in higher education. Innovations in Education and Teaching International, 54(1), 87-95. Karp A. (2010). Teachers of the mathematically gifted tell about themselves and their profession. Roeper Rev. 32, 272–280. doi: 10.1080/02783193.2010.485306 Karsenty R. (2014). Who can teach the mathematically gifted? Characterizing and preparing mathematics teachers of highly able students at the secondary level. Gift. Talent. Int. 29, 161–174. DOI: 10.1080/15332276.2014.11678438. Laycock, M. (1970). Creative mathematics at Nueva. The Arithmetic Teacher, 17(4), 325-328. Lev-Zamir, H., & Leikin, R. (2011). Creative mathematics teaching in the eye of the beholder: focusing on teachers' conceptions. Research in Mathematics Education, 13(1), 17-32. Lowenfeld, V. (1947). Creative and Mental Growth (pp. 50-51). New York, The Macmilan Company. Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. Creativity in mathematics and the education of gifted students, 9, 129-145. Leikin R. (2011). Teaching the mathematically gifted: featuring a teacher. Can. J. Sci. Math. Technol. Educ. 11, 78–89. DOI: 10.1080/14926156.2011.548902 Mann, E. L. (2005). Mathematical creativity and school mathematics: indicators of mathematical creativity in middle school students. Yayımlanmamış doktora tezi. University of Connecticut, Storrs, ABD. Merrotsy, P. (2013). Tolerance of ambiguity: a trait of the creative personality?. Creativity Research Journal, 25(2), 232-237. Montgomery, D., Bull, K. S., & Baloche, L. (1993). Characteristics of the creative person: Perceptions of university teachers in relation to the professional literature. American Behavioral Scientist, 37(1), 68-78. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage. Nadjafikhah, M., Yaftian, N., & Bakhshalizadeh, S. (2012). Mathematical creativity: some definitions and characteristics. Procedia-Social and Behavioral Sciences, 31, 285-291. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. Sadak, M., Incikabi, L., Ulusoy, F., & Pektas, M. (2022). Investigating mathematical creativity through the connection between creative abilities in problem posing and problem solving. Thinking Skills and Creativity, 45, 101108. Sawyer, R. K. (Ed.). (2011). Structure and improvisation in creative teaching. Cambridge University Press. Shayshon B., Gal H., Tesler B., Ko E. S. (2014). Teaching mathematically talented students: a cross-cultural study about their teachers' views. Educ. Stud. Math. 87, 409–438. doi: 10.1007/s10649-014-9568-9 Shriki, A. (2010). Working like real mathematicians: Developing prospective teachers’ awareness of mathematical creativity through generating new concepts. Educational Studies in Mathematics, 73, 159-179. Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. Zdm, 3(29), 75-80. Silver, E. A., & Cai, J. (2005). Assessing students' mathematical problem posing. Teaching children mathematics, 12(3), 129-135. Sinniah, C., Abdullah, A. H., & Osman, S. (2022). Preliminary Study To Enhance Mathematical Creativity In Non-Routine Mathematics Problem Solving Among Primary School Students. Journal of Positive School Psychology, 3676-3686. Sousa, M. J., & Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94, 360-366. Sriraman, B. (2004). The characteristics of mathematical creativity. The mathematics educator, 14(1), 19-34. Tabach, M., & Friedlander, A. (2013). School mathematics and creativity at the elementary and middle-grade levels: how are they related?. ZDM, 45, 227-238. Torrance, E. P. (1972). Can We Teach Children to Think Creatively?. Journal of Creative Behaviour, 6(2). https://doi.org/10.1002/j.2162-6057.1972.tb00923.x Whitlock M. S., DuCette J. P. (1989). Outstanding and average teachers of the gifted: a comparative study. Gift. Child Q. 33, 15–21. doi: 10.1177/001698628903300103 Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Sage. Yildirim, A. ve Simsek, H. (2005) Sosyal bilimlerde nitel arastirma yöntemleri. (5. Baskı). Ankara: Seçkin Yayincilik. Zain, F. M., Sailin, S. N., & Mahmor, N. A. (2022). Promoting Higher Order Thinking Skills among Pre-Service Teachers through Group-Based Flipped Learning. International Journal of Instruction, 15(3), 519-542. |