Mathematical Creativity: A Statement of the Particular Aspect of Affect Associated With Problem Posing

• In Event: Innovations in Mathematical Practices

Abstract

The purpose of this study was to reveal both the effects of problem-posing interventions on the mathematical creative ability of students and how students’ creative self-efficacy in mathematics was related to their mathematical creative ability. Elementary school students were randomly assigned to one of two groups: problem-posing and control. Results showed the mathematical creativity for the problem-posing group increased (p <.05) more than students in the control group (d=.77). Results from the Confirmatory Factor Analysis showed that mathematical creativity was a higher order factor that included mathematical creative ability and mathematical creative self-efficacy as first-order factors. Among the implications for this is that integrating problem-posing activities into elementary school mathematics instruction can foster mathematical creativity.

Authors

• Ali BICER, University of Wyoming

• Yujin Lee, Kangwon National University