|  e-ISSN: 2718-0107

Original article | Base for Electronic Educational Sciences 2023, Vol. 4(1) 1-14

Investigation of Special Education Teacher Candidates’ Problem-Solving Skills and Their Views on Mathematical Creativity

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: 52  |  Number of Download: 458


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
Koca, A.K. (2023). Investigation of Special Education Teacher Candidates’ Problem-Solving Skills and Their Views on Mathematical Creativity . Base for Electronic Educational Sciences, 4(1), 1-14. doi: 10.29329/bedu.2023.528.1

Harvard
Koca, A. (2023). Investigation of Special Education Teacher Candidates’ Problem-Solving Skills and Their Views on Mathematical Creativity . Base for Electronic Educational Sciences, 4(1), pp. 1-14.

Chicago 16th edition
Koca, Aygen Koc (2023). "Investigation of Special Education Teacher Candidates’ Problem-Solving Skills and Their Views on Mathematical Creativity ". Base for Electronic Educational Sciences 4 (1):1-14. doi:10.29329/bedu.2023.528.1.

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 creativity42, 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 Education17(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 College4(2).

    Diakidoy, I. A. N., & Kanari, E. (1999). Student teachers’ beliefs about creativity. British Educational Research Journal25(2), 225-243.

    Eckhoff, A. (2011). Creativity in the early childhood classroom: Perspectives of preservice teachers. Journal of Early Childhood Teacher Education32(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 Indonesia13(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 mathematics18(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 Education1(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. ZDM49, 107-120.

    Jahnke, I., Haertel, T., & Wildt, J. (2017). Teachers’ conceptions of student creativity in higher education. Innovations in Education and Teaching International54(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 Teacher17(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 Education13(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 students9, 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 Journal25(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 Scientist37(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 Sciences31, 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 Creativity45, 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 Mathematics73, 159-179.

    Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. Zdm3(29), 75-80.

    Silver, E. A., & Cai, J. (2005). Assessing students' mathematical problem posing. Teaching children mathematics12(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 Research94, 360-366.

    Sriraman, B. (2004). The characteristics of mathematical creativity. The mathematics educator14(1), 19-34.

    Tabach, M., & Friedlander, A. (2013). School mathematics and creativity at the elementary and middle-grade levels: how are they related?. ZDM45, 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 Instruction15(3), 519-542.