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 (n = 205) were randomly assigned to one of two groups: problem-posing or control. Results showed the mathematical creativity for the problem-posing group increased (p < 0.05) more than for students in the control group (d = 0.77). 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.

Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity

Abstract In this reflective methodological paper we focus on affordances and challenges of video data. We compare and analyze two research settings that use the latest video technology to capture classroom interactions in mathematics education, namely, The Social Unit of Learning (SUL) project of the University of Melbourne and the MathTrack project of the University of Helsinki. While using these two settings as examples, we have structured our reflections around themes pertinent to video research in general, namely, research methods, data management, and research ethics. SUL and MathTrack share an understanding of mathematics learning as social multimodal practice, and provide possibilities for zooming into the situational micro interactions that construct collaborative problem-solving learning. Both settings provide rich data for in-depth analyses of peer interactions and learning processes. The settings share special needs for technical support and data management, as well as attention to ethical aspects from the perspective of the participants’ security and discretion. SUL data are especially suitable for investigating interactions on a broad scope, addressing how multiple interactional processes intertwine. MathTrack, on the other hand, enables exploration of participants’ visual attention in detail and its role in learning. Both settings could provide tools for teachers’ professional development by showing them aspects of classroom interactions that would otherwise remain hidden. 

/pdf/advancing-video-research-methodology-to-capture-the-1rh8hpk9.pdf

Advancing video research methodology to capture the processes of social interaction and multimodality

The authors address the problem of academic dishonesty, which is a concern of universities around the world. An analysis of the literature shows that there are two main types of counteraction to academic dishonesty. The first is punishment; the second is the cultivation of value of academic integrity. Each of the types has well-reasoned advantages and disadvantages. The authors propose to counteract cheating manifestations when solving tasks in mathematics by introducing non-traditional tasks based on mathematical creativity. Mathematical creativity is one of the main means of motivating students to study mathematics. The authors assess the possibilities of mathematical creativity to counter academic dishonesty. Based on an analysis of the literature and communication with colleagues, the authors identified two main types of non-traditional tasks aimed at cheating manifestation. The first ones are tasks with graphic content. The second ones are constructive tasks for which students build an object based on its description. Both types of tasks do not take a long time to receive an answer and to make cheating impossible, even with the help of modern information and communication technologies. The authors conducted research among academic groups of 1 year of study in economic areas at Peter the Great St. Petersburg Polytechnic University. The research involved 171 Russian students and 61 Chinese students. The results showed that Russian students adapt to introduction of non-traditional assignments in about 1 semester, Chinese students take a little longer. The results indicate that use of tasks those exclude academic dishonesty does not reduce average results of students’ academic success.

Pedagogical Creativity vs Academic Dishonesty in Teaching University Mathematics

Analyzing collective mathematical creativity among post high-school students working in small groups

[Background] Discovery learning is a model that guides students to actively learn in finding concepts or knowledge through an inquiry process based on the data or information obtained from experiments or observations. [Objective] The present study examined the implementation of a modification of discovery learning using mind mapping in promoting students’ mathematical curiosity and creativity. [Method] A Classroom Action Research (CAR) design was employed in this study. The participants were 250 students in Middle Indonesian who registered in the academic year of 2020/2021. [Results] The descriptive analysis showed that the students achieved an average score of 44.04 with a standard deviation of 18.716 in pre-CAR, 52.48 with a standard deviation of 22.978 after cycle I, and 76.72 with a standard deviation of 17.097 after cycle II. Based on the students’ mathematical creative thinking scores, 2 (8%) students could perform creative thinking in pre-CAR, 6 (24%) students after cycle I, and 22 (88%) students after cycle II. These figures indicated that the students classically achieved the ability to think creatively in mathematics after cycle II. [Conclusion] It was concluded that the implementation of modified discovery learning and mind mapping could promote students’ mathematical creative thinking ability. The interview results also suggest that the learning model could increase mathematical curiosity of both the low and high achievers.

/pdf/learning-to-promote-students-mathematical-curiosity-and-5c5aac2j.pdf

Learning To Promote Students’ Mathematical Curiosity And Creativity

Promoting mathematical creativity is an important aim of mathematics education, which may be promoted by engaging students with open-ended tasks. Most studies of students’ creativity have investigated the creativity of students working individually. This study concerns the mathematical creativity of students working as individuals as compared with those working in groups. Participants were 92 post–high school students, separated into two heterogeneous classes. Both classes engaged with the same three geometric open-ended tasks. For the first two tasks, one class worked individually, while the second worked in small groups of four to six students. For the third task, all students worked individually. Results were analyzed in terms of fluency, flexibility, and originality. No significant differences were found between classes for fluency and flexibility on the first task. However, for the second and third tasks, there were greater fluency and flexibility among those who worked or had worked in groups. For all three tasks, no significant differences between the classes were found regarding originality.

Individual and group mathematical creativity among post–high school students

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Osnat Molad

Author Tools

Chat about Author

Papers

Analyzing collective mathematical creativity among post high-school students working in small groups

Analyzing collective mathematical creativity among post high-school students working in small groups

Individual and group mathematical creativity among post–high school students