pp. 3521-3536 | Article Number: iejme.2016.290
Published Online: December 02, 2016
Article Views: 1133 | Article Download: 1364
Creativity is a necessary and vital tool for dealing with the economic, environmental, and humanitarian challenges of the 21st century. It is also a necessary tool for brainstorming, strategizing, and solving problems. Exploratory survey design and quantitative research method were used. 102 in-service mathematics teachers were selected using stratified random sampling from two programs. The data was collected by a likert scale, and analyzed by mean, standard deviation, correlation, independent sample t-test, one-way and two-way ANOVA. Most of the in-service mathematics teachers felt that they encourage and reward students’ creative ideas and different approaches in their work; motivate students engaging with mathematics; apply regularly strong background knowledge in mathematics; allow mistakes and encourage learning from their mistakes; encourage mental flexibility; explore the environment to stimulate curiosity about their world; ask questions to students and guide them to do problems differently; encourage dissent and diversity; and provide regularly positive feedback.Therefore, training given to mathematics teachers; teachers identify mathematically creative students and apply appropriate teaching methods and assessment techniques; creativity should be made compulsory and integrated in all school mathematics curriculum; schools create of the creative environment; awareness given to parents and the Ministry of Education review the Teacher Education program.
Agrawal M. (2007). Constructivism and Pupil Evaluation, Journal of Indian Education, NCERT, XXXIII (1), New Delhi, 16-27.
Becker, J. P., & Shimada, S. (Eds.). (1997). The open-ended approach: A new proposal for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.
Biccard, P. (2010). An investigation into the devm of mathematical modelling competencies of Grade 7 learners. Unpublished Masters Dissertation. Stellenbosch: Stellenbosch University.
Bolden, D.S., Harries, T.V., & Newton, D.P. (2009). Pre-service primary teachers’ conception of creativity in mathematics. Educational Studies in mathematics, 73(2), 143-157. doi: 10.1007/s10649-009-9207-z
Devlin K. (2000). The four faces of mathematics. In NCTM yearbook 2000: Learning mathematics for a new century, 24-28. Reston, Virginia: National Council of Teachers of Mathematics.
dt ogilvie (1998), “Creative action as a dynamic strategy: using imagination to improve strategic solutions in unstable environments”, Journal of Business Research, No. 41, pp. 49-56.
Ellwood, S., Pallier, G.,Snyder, A., Gallate,J, (2009). The Incubation Effect: Hatching a Solution?. Creativity Research Journal, 21(1), 6–14.
European Commission (1998), Innovation Management Techniques in Operation, European Commission, Luxembourg.
Fleith, S. D. (2000). Teacher and student perceptions of creativity in the classroom environment. Roeper Review, 22(3), 148-153.
Fox, J. (2006). A justification for mathematical modelling experiences in the preparatory classroom. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Ed.), Proceedings 29th annual conference of the Mathematics Education Research Group of Australasia (pp. 221-228). Canberra: MERGA.
Freiman, V. (2006). Problems to discover and boost mathematical talent in the early grades: A challenging situations approach. The Montana Mathematics Enthusiast, 3(1), 51-75.
Gil, E., Ben-Zvi, D., & Apel, N. (2007).What is hid den beyond the data? Helping young students to reason and argue about some wider universe. In D. Pratt & J. Ainley (Eds.), Proceedings of the Fifth International Research Forum on Statistical Reasoning, Thinking and Literacy: Reaso ning about Statistical Inference: Innovative Ways of Connecting Chance and Data (pp. 1-26). UK: University of Warwick.
Ginsburg, H. P. (1996). Toby’s math. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 175–282). Mahwah, NJ: Lawrence Erlbaum.
Gulati S. (1988), "Developing creativity in school students – Some considerations for Teacher Training," Identification and Development of Talent, NCERT, New Delhi, 213-220.
Haylock, D. (1997). Recognizing mathematical creativity in school children. International Reviews on Mathematical Education, 29(3), 68-74. Retrieved March 10, 2003
Haylock, D. (1997). Recognizing mathematical creativity in school children. International Reviews on mathematical Education,
Higgins, L.F. (1999), Applying principles of creativity management to marketing research efforts in high-technology markets, Industrial Marketing Management, No. 28, pp. 305-317.
Hong, E., & Aqui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in mathematics: Comparisons among students with different types of giftedness. Gifted Child Quarterly, 48, 191–201.
Hope, S. (2010). Creativity, content, and policy. Arts Education Policy Review, 111, 39-47. doi:10.1080/10632910903455736
Horng, J., Hong, J., ChanLin, L., Chang, S., & Chu, H. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies. 29(4), 352-358.
Ivcevic, Z. (2009). Creativity maps: Toward the next generation of theories of creativity. Psychology of Aesthetics, Creativity, and the Arts, 3, 17-21.
John-Steiner, V. (2000). Creative collaboration. Oxford: Oxford University Press.
Johny, S. (2008). Effect of some environmental factors on mathematical creativity of secondary school students of Kerla (India). Proceedings of the 11th Congress on Mathematical Education, Monterrey, Mexico.
Kim, H., Cho, S., & Ahn, D. (2003). Development of mathematical creative problem solving ability test for identification of gifted in math. Gifted Education International, 18, 184-174.
Kumar L. (2008). Evaluation in Mathematics at Elementary School Level, The Primary Teacher, NCERT, XXXIV (3, 4 and 1), 94-97.
Kumar L. (2004), "Be a Better Mathematics Teacher," School Science, NCERT, XLII (3), New Delhi, 72-77.
Kwon, O. N., Park, J. S., & Park, J. H. (2006). Cultivating divergent thinking in mathematics through an open-ended approach. Asia Pacific Education Review, 7(1), 51–61.
Leikin, R. & Pitta-Pantazi, P. (2013). Creativity and Mathematics Education: the state of art. ZDM Mathematics Education, 45, 159-165.
Levenson, E. (2013). Tasks that may occasion mathematical creativity: teachers’ choices. Journal of Mathematics Teacher Education, 16, 269-291.
Liljedahl, P., & Sriraman, B. (2006). Musings on mathematical creativity. For The Learning of Mathematics, 26(1), 20–23.
Mann, E. L. (2006). Creativity: the essence of mathematics. Journal for the Education of the Gifted, 30 (2), 236-260
Mehta, V & Thakur, K, (2008) "Effect of Cooperative Learning on Achieveent and Retention in Mathematics of Seventh Graders with different Cognitive Styles," Indian Educational Review, NCERT, 44 (1), New Delhi, 5-31.
Mousoulides, N., Sriraman, B., & Christou, C. (2007). From problem solving to modeling. The emergence of models and modleling perspectives. Nordic Studies in Mathematics Education, 12(1), x-y.
Neumann, C. J. (2007). Fostering creativity: A model for developing a culture of collective creativity in science. EMBO Reports, 8(3), 202-206.
Newell, A. & Shaw, J.C. (1972). The process of creative thinking, in A. Newell and H.A. Simon (eds), Human Problem Solving, Prentice Hall, Englewood Cliffs, NJ, pp. 144-174.
Niss, M., Blum, W., & Galbraith, P. (2007). Introduction to modelling and applications in mathematics education. In W. Blum, P. Galbraith, H.-W. Henn, & M. Niss (Eds.), Modeliing and applications in mathematics education. 14th ICMI Study. (pp. 3-32). New York: Springer.
Pehkonen, E. (1997). The state-of-art in mathematical creativity. international reviews on Mathematical Education, 29, 63–66.
Plucker, J., Beghetto, R. A., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83-96.)
Posamentier, A. S., Smith, B. S. & Stepelman, J. (2010). Teaching secondary mathematics: techniques and enrichment units. (8th ed.). Columbus, Ohio: Merrill Prentice Hall.
Runco, M. A. (1993). Creativity as an educational objective for disadvantaged students (RBDM 9306). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
Sawyer, K. (2007). Group genius: The creative power of collaboration. New York: Basic Books.
Sheffield, L. J. (2009). Developing mathematical creativity—Questions may be the answer. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 87–100). Rotterdam, The Netherlands: Sense Publishers.
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. doi: 10.1007/s10649-009-9212-2.
Shriki, A. (2008). Towards promoting creativity in mathematics of pre-service teachers: The case of creating a definition. In R. Leikin (Ed.), Proceedings of the 5th International Conference on Creativity in Mathematics and the Education of Gifted Students (p.p. 201- 210). Haifa, February, 2008.
Sriraman, B. (2005). Are giftedness & creativity synonyms in mathematics? An analysis of constructs within the professional and school realms. The Journal of Secondary Gifted Education, 17, 20–36.
Sriraman, B. (2004). The characteristics of mathematical creativity. The International Journal on Mathematics Education [ZDM], 41, 13-27.
Sternberg, R. J. (2009). The Rainbow and Kaleidoscope Projects A New Psychological Approach to Undergraduate Admissions. European Psychologist, 14(4), 279-287. doi: 10.1027/1016-9040.14.4.279
Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87-98.
Sternberg, R. J. & Rainbow Project, C. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34(4), 321-350. doi: 10.1016/j.intell.2006.01.002