Journal articles on the topic 'Education Mathematical ability Creative ability in children'

Mathematics is an integral part of day-to-day life, which is why mathematics education is key in order to establish solid foundations. A one-size-fits-all approach cannot be applied to the learning of mathematics and traditional teaching methods aren't effective for every learner. This is why research looking at new methods of teaching mathematics in order to equip children with lifelong skills is important. Professor Miyo Akita, Naruto University of Education, Japan, is working to transform how mathematics is taught in order to make it accessible to all. One of her goals is to focus on the creativity that she believes is inherent to mathematics. She believes that, traditionally, mathematics teaching has been too rigid and instead is placing emphasis on flexibility, with a view to facilitating effective learning. She is also establishing methods for autonomous learning, using a simple and easy-to-understand model. Akita is developing this model in collaboration with Noboru Saito, Saitama Dakuen University, Japan. From her findings on how to foster autonomous learning, Akita found that it is important that students explain new properties using known properties, forming meaningful connections that facilitate learning. She also underlined the importance of the representation of relationships in mathematical thinking. In another, interconnected investigation, Akita set out to propose a learning model for developing creative and autonomous learners in mathematics that involves linking previous knowledge to new knowledge in order to better understand it.

In the context of humanization and democratization of the educational space, the issues of comprehensive development of preschool-age child, development of his creative potential, national consciousness, independence and formation of interaction skills with other people become especially relevant. The development of the theory and practice of preschool education in Ukraine makes it possible to state today the forms today, methods and techniques of the educational process are being improved. Today there is a need for purposeful development of logical methods of thinking of preschoolers, which is provided, first of all, in the process of formation of elementary mathematical representations. The main place in this process belongs to the development of cognitive interest of preschoolers. The article has shown that it will have a positive effect on the expansion of the outlook of preschool children and will help to consolidate basic mathematical ideas of creating such an educational environment, when these classes will be combined with the use of means of choreographic influence. The purpose of the article – using elements of rhythm and choreography to integrate mathematical content in the play activities of preschool children. A search and bibliographic tool is used to collect, accumulate, and describe the necessary information sources by us; analysis and synthesis – to organize the procedure of research search; methods of generalization and systematization – for rational processing of the obtained results. Today, in order to form a comprehensive picture of the world and the ability of students to apply their knowledge in typical as well as atypical situations, modern preschool education should be directed not at the acquisition of individual knowledge from different fields by children, but at their integration. Educators need to organize the educational-cognitive process so that it stimulates the cognitive-search, mathematical activity of children, develops the ability to make assumptions, find out contradictions, formulate decisions. The article substantiates the importance of using the kindergarten preschool institutions to entertain the potential of mathematical and choreographic play. Examples of such games are provided. Having been preparing children for study at the New Ukrainian School, the caregivers should pay particular attention to integrating logic and mathematical development with other artistic pursuits. In particular, the combination with various forms of choreographic activity is quite successful.

Senior preschooler is a sensitive period in the development of the cognitive activity. Exactly in this age, child learns to clearly realize intended goal and search for the ways to implement it independently. In the sixth year of life, the children start to possess ability for arbitrary memorizing; the creative and logical thinking actively develops; the interest for constructive work increases. The constructive work is complex cognitive activity during which a child learns skills, select significant signs, establish relations and connections between details and objects. The use of Lego-technology in the play and education purposes allows to solve complex cognitive, exploratory and creative tasks in the interesting, available, comprehensible, game form. The tasks of the educational activity with the preschool children are solved with the help of the construction toys on such directions: development of fine motor skills; development of attention, memory, thinking; training of correct and fast direction finding; acquisition of mathematical knowledge about quantity, form, proportions, symmetry; extension of the perceptions of children about the world around, architecture; development of the imaginations, creativity; training of the communication with each other, respect for their work and work of other people.

The author examined the effect of teaching the Pattern and Sequence (useriation) unit from the intervention program Bright Start on the development of seriational mathematical thinking in kindergartners of Israeli, Ethiopian, and Russian origin. In addition, the author examined the effect of the teaching of this unit on the capacity for cognitive change in this area within the study group of children. Bright Start is a plan for the development of thinking in early childhood. This program, developed by Haywood, Brooks, and Burns (1986, 1992), is based on four developmental theories:(a) Feuerstein’s theory of structural cognitive modifiability and mediated learning experience; (b) Piaget’s stages theory of cognitive development; (c) Vygotsky’s social-historical theory of cognitive development; Haywood’s transactional perspective on human abilities.This study was focused on one unit of the program, the unit dealing with the development of seriational thinking. The teaching of this unit, like the remaining units in the program, is based on the mediational teaching style. The main emphasis of the study was placed on the comparison of three groups of different origin in Israel; therefore, no control group was examined.40 kindergartners from a disadvantaged area in Israel’s central region were examined, of whom 9 were native Israelis, 11 were of Russian origin, and 20 were of Ethiopian origin. The chidren were given several tests before and after the program. The examination consisted of three stages. At the beginning of the school year, the children underwent three tests to assess their ability to solve problem tasks when creating series with different elements. Subsequently, the intervention plan was taught with the aim of fostering cognitive skills of planning, comparison, relating to several sources of information, and restraining impulsiveness. Towards the end of the year, the children were again examined, and they underwent the three tests that they had done in the beginning of the year, checking their ability to solve tasks when creating series with different elements. In addition, the extent of internalization of the various skills was examined, as well as the capacity to apply skills to the area of arithmetic.As stated, this study focused on children of Ethiopian and Russian origin in comparison to native Israeli children. The decision to focus on children of Ethiopian origin derived from gaps that emerged in the learning process of this population as a result of the cultural difference that characterizes it. The children of Russian origin were part of the kindergarten’s population. They too manifested gaps as a result of cultural and social changes occurring among immigrants from the former Soviet Union.The purpose of the study was to demonstrate that intervention in specific thinking processes—in this case seriation from Bright Start at kindergarten age—will result in greater effectiveness and a significant cognitive ability to change in this area, particularly in children of Ethiopian origin whose initial cognitive level was poor. The hypothesis was confirmed that the children of Ethiopian descent did indeed evince initial inferiority visa-vis the other two groups, but after the intervention program they improved their performance and narrowed the gaps in comparison to the other groups. It is noteworthy that, according to the theory, cognitive processes are not related to any particular content or culture, but are suited to everyone. These processes were found to be beneficial to all of the children, but the cognitive change in seriational thinking as a result of the intervention program was particularly conspicuous in children of Russian origin.The effect of the intervention program was expressed in the ability to apply acquired skills to unstudied areas. Internalization of cognitive skills was apparent, as was the improved ability to comprehend a series and the acquisition of mathematical skills in all of the kindergarten children.The findings of this study have didactic implications relating to the significance of teaching seriation to kindergarten children. In addition, the study indicates the need for early education programs adapted to the population of children of Ethiopian and Russian origin in Israel.

The development of coherent dialogical speech is most effectively carried out in preschool age, since this period is favorable for the development of the ability to master oral speech. However, this problem is not always given due attention within the framework of the educational process of preschool institutions, the work is carried out mainly in special classes on speech development. Besides, in various types of organized educational activities, there are great opportunities for teaching dialogue to children, one of which may be a workshop. The empirical part of the work was carried out on a sample of 50 children from the pre-primary education group, at the age of 6-7 years attending the preschool educational institution "Kindergarten No. 26" in the city of Kirov (Kirov region, Russian Federation). For diagnosing their level of dialogic speech development, the methodology for identifying the level of development of dialogical communication skills by M.M. Alekseeva, V.I. Yashina; diagnostics of dialogical speech development in preschool children by A.V. Chulkova. The statistical analysis was carried out through mathematical statistics – Pearson’s test. On the basis of the data obtained, it was concluded that productive activity is an effective means of developing the dialogical speech of senior preschool children; speech skills and abilities include the ability to make contact; the ability to make a request for information; replication; possession of speech etiquette; communication emotionality; the ability to compose a dialogue. The effectiveness of workshops as a means of developing the dialogical speech of 6-7-year-old children can be ensured by creating the following conditions: providing children with the opportunity to conduct dialogues at all technological stages of the workshop; implementation of various forms of organizing children’s joint activities; providing children with the opportunity to organize exhibitions, presentations and playing around hand-made crafts. In the process of applying the technology, the possibilities of each stage of developing children’s speech skills should be taken into account. According to the results of the experimental group χ2emp=31.922, which exceeds the critical value, therefore, the discrepancies between the distributions are statistically valid. The prospect of the study is to study the development of children’s communication skills during the workshop.

The article analyzes the implementation of patriotic education in the content of elementary school lesson work. It has been established that the upbringing of patriotism is one of the priority aspects of the national upbringing system and involves the formation of patriotic feelings, love for its people, a deep understanding of civic duty, and a willingness to defend the national interests of the Motherland. Examples of tasks and exercises in elementary education disciplines designed to educate children by patriots are considered. As, in the Concept of national patriotic education of children and youth it is stated that important patriotic qualities in children of primary school age appear through the prism of educational subjects of elementary school, in particular mother tongue, literary reading (through texts), mathematics (through the condition of mathematical problem) natural sciences (familiarization with traditions, respectful attitude to nature), work training (familiarization with traditional folk crafts, production of vignettes of different regions of Ukraine, decoration with different embroidery techniques ), musical art (comprehending the intonational peculiarities of music of the Ukrainian people), visual arts (forming a culture of feelings). An important place is given to the educational subject "I in the world", aimed at socializing the personality of the younger student, his patriotic and civic education. A program of Ukrainian patriotic upbringing of children and student youth, which outlines the content and basic tendencies of patriotic upbringing of the person, demonstrates that “at an early school age, it is important to shape a child's ability to recognize himself or herself as a member of a family, family, and child group; as a student, city or village resident; nurture her love for her home, school, street, her country, her nature, her native word, life, traditions [1,33]. Modern scholars distinguish the following structural components of a sense of patriotism: spiritual and moral experience and love for their native land; humanistic universal and national values; moral and aesthetic ideals of personality; creative and transformative activity for the benefit of the Motherland.

The advent of the digital economy and new technologies requires new human competencies, including specifically, inter-disciplinary competencies. The current education system is organized around subjects and more relevant inter-disciplinary training requires new organizational and methodological foundations. There is a need to develop functional literacy, which implies the ability of the individual to adapt and continuously develop in a dynamic and complex world, to initiate, and to implement innovations using knowledge from different industries. The aim of this research was to develop and implement a system of organizational and methodological tools for inter-disciplinary learning as a means of developing functional literacy of children and adolescents in general education organizations within Russia to help them adapt successfully to the digital economy. The research used analysis of modern theoretical and methodological approaches and practices to the organization of inter-disciplinary training in educational organizations, from observation, focus groups and experiments. Part of that functional literacy is the concept of mathematical literacy. In addition to developing cross-subject tasks, mathematical literacy was analyzed through mathematical content and mental activity. The article describes the authors' experience in developing cross-subject tasks to develop research competence, motivation for knowledge and personal development, and mathematical literacy of students in grades 5-9 (similar to the PISA-2021 research model). It then describes the methodology and foundations for creating competence-oriented cross-subject tasks and the development of functional literacy. These are added to specific, proven tools for improving the effectiveness of inter-disciplinary learning. This creates an environment and conditions for the development of a person who can think creatively using the competencies of the inter-disciplinary complex. The article will be of interest to a wide audience of specialists in the field of educational policy and practice.

The problem of preserving and developing children's giftedness in the educational space is very acute, since the peculiarities of the development of the personality of gifted children (uneven and heterochronous development of the components of giftedness as a system characteristic of the psyche and personality, the inability to timely update volitional efforts, the «load» of uniqueness and related social expectations) and the impact of social factors (family, school, relationships with peers, support from society) often leads to its leveling. The purpose of the study was to study the perception of personal characteristics of children with signs of giftedness by other participants in the educationalprocess (teachers and parents), their relationships with their peers, and the features of regulating educational interaction in preschool, general and additional education institutions. To achieve this goal, we used diagnostic methods – the P. TORRANCE test, which allows us to diagnose creativity as a general ability and personality trait; a modified method of sociometry, T. Martsinkovskaya, aimed at assessing the position of a gifted child in peer groups and the method of expert assessments of the personal and behavioral characteristics of gifted children by their teachers and parents; methods of theoretical analysis of literary data and mathematical and statistical processing of the results. As a result, the assumption about the influence of a number of socio-pedagogical factors on the phenomenon of children's giftedness in the educational space is confirmed. The age dynamics of the number of gifted children in different types of educational institutions (general and additional education institutions) is identified, interpreted and explained, and the differences in the popularity of these children among their peers in these educational institutions are interpreted. Teachers and parents' perception of the personal and behavioral characteristics of gifted children was studied, and the most significant features of their personality and behavioral strategies from the point of view of others were identified. On the basis of the concept of subject regulation of educational interaction, the factors and mechanisms of preservation and progressive development of the phenomenon of child giftedness or its leveling during the socialization of gifted children in the educational space are established, in particular, the mechanism of accelerated development of their subjectivity, the mechanism of resistance to social influences, the mechanism of subjective interpretation and deformation of social influences, special variability of emotional states of gifted children, manifested in a specific transformation of the characteristics of the properties of integrative factors regulating educational interaction (IGF). The results can be used for further development of the concept of children's giftedness, effective organization of work with gifted children in the educational space, combining elements of communication, leisure, research, creative and educational activities, selection of forms, means, terms and methods of psychological support for children with signs of giftedness in preschool, general and additional education institutions.

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. 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The purpose of this research is to analyze mathematical understanding ability, especially students of mathematics education at second semester. Understanding ability that was researched is about group of algebra structure. This research use descriptif qualitative method. Subject at this research are second semester mathematics education student in Universitas Muhammadiyah Surakarta in academic year 2018/2019. Data in this research were obtained with interview, test, and documentation. Results showed student with high creative attitude has translation ability, interpretation ability, and exploration ability. Student with medium creative attitude has translation ability and interpretation ability, but hasn’t exploration ability. Student with low creative attitude has translation ability, but hasn’t interpretation ability and exploration ability

Purpose This study aims to describe how creative thinking ability could be improved through correcting the thinking schemata using cool-critical-creative-meaningful (3CM) learning model. Design/methodology/approach This study implemented mixed methods with explanatory sequential, which means a study that was conducted by collecting quantitative and qualitative data, consecutively. The creative thinking ability was measured through tests and then triangulated with the student teachers answers in the interviews. The qualitative data consisted of creative thinking schemata that were collected with task analysis and think aloud method. The data were analyzed in two stages. Quantitative data analysis was used to identify the effectiveness of 3CM learning. Qualitative data analysis was conducted using Miles and Huberman’s analysis. Findings The findings presented that 3CM learning model is significantly effective to improve the creative thinking ability of pre-service primary teacher; students with formal, content and linguistic schemata that are good and complete will also have good mathematical creative thinking ability; the mathematical creative thinking ability of student is determined by the completeness of their schemata; and a good and complete schemata (formal, content and linguistic) will help the students to produce several problem-solving alternatives. Research limitations/implications Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications The results of this study suggest lecturers to give their students a great opportunity to develop their creativity in solving mathematical problems. Lecturers could give the students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources. Originality/value 3CM learning model is a model that is proven to be effective in helping the students in shaping the thinking schemata well and able to improve the creative thinking ability of the students.

The purpose of this study is to determine the level of students' mathematical creative thinking ability in solving open-ended problems in discrete mathematics courses. This research uses descriptive qualitative method. The population in this research is the third semester students of Mathematics Education UMT. The sample was taken by norm referenced evaluation technique that is students in semester III-A3 who have high, medium and low mathematical ability. The instruments used include creative thinking ability tests, observation sheets and interview guides. The result of data analysis shows that the students with the category of creative mathematical thinking level with the percentage of respondents is 84.61%, the category of mathematical creative thinking level is very low with 12.82% percentage, the level of creative creativity level is not creative with 2.56% percentage. From the result, we get the average category of students' mathematical creative thinking ability in the third semester-A3 is 67,94 with medium category level.

This study examines the effect of scientific debate instructional on the enhancement of mathematical creative thinking ability of students.This study is quasi-experimental with a static group comparison design involves 94 students from Department of Mathematics Education. Research instruments include student’ prior knowledge of mathematics (KAM) and creative thinking ability test. Scores of the the enhancement of mathematical creative thinking ability were analyzed with normalized gain test. The Effect of Scientific Debate instructional and conventional instructional was used the Mann-Whitney U and Kruskal Wallis test. The study finds that the enhancement in mathematical creative thinking ability with scientific debate instructional was better than conventional. The enhancement of student’ mathematical creative thinking abilities with a scientific debate instructional based on the KAM, it is not completely distinctive. On the other hand, the enhancement of student’ mathematical creative thinking abilities with a conventional instruction based on the KAM was considerably different. On the scientific debate instructional, student’s educational background differences do not give major effect on the enhancement student’ mathematical creative thinking abilities but on the conventional instructional provides a better effect.

Competence of the pedagogues, their individual qualities, motivation, creativity, the desire to constantly develop their skills and grow, and the ability to share the best practices are the main factors of success in education. In view of this, assistance to a young teacher is given great importance, as well as favourable conditions for a career-building. According to the Lithuanian and foreign research, major and sustainable changes in the area of education are possible only when teachers themselves are engaged in the implementation of changes (Ingersoll, Smith, 2004; Kennedy, 2008; Tatto, 2007; Review of the Lithuanian Education System, 2013). It means, that teacher’s profession requiring high level responsibility and altruism is the central axis in creating well-being of the country (Watt, 2012; Taylor, 2006). Yet, in Lithuania, as well as in the entire Europe, there is still a problem of ageing teachers, and it becomes more and more topical, since the number of young people selecting profession of a pedagogue is continuously decreasing. Thus, we have to solve a complicated task – to motivate young people to select profession of a teacher. The Article analyses the factors in selecting pedagogical studies and their links with further selection of a profession. In pursuance of these goals, the research applied the methods of the literature and document analysis, a questionnaire survey and mathematical statistics. Quantitative research and questionnaire survey were carried out in March-April 2014. The research involved 117 respondents from 4 Lithuanian universities. The respondents were 2nd–4th year students: social pedagogues, special pedagogues and career education pedagogues. Pursuant to the research findings, selection of pedagogical studies was determined by the internal factors (interests, predisposition, values), the perceived value of social services, the possibility to be useful for the society), understanding of own teaching abilities depending on the acquired experience (e.g. delivered lessons, taking care of small children). The majority of respondents intended to relate their life to the selected profession of a pedagogue. Mainly these were the persons who have selected the studies as the first or one of the first priorities; selected the studies individually, inspired by this profession as calling and after gaining experience in school. The motives fostering connection of the career with the selected profession are also very important, e.g. desire to grow and take care of other people, quest for independence at work, used pedagogical practices, an interesting profession meeting the expectations and a desire to ensure successful future.

This research aims to look at the difference in the ability of mathematical creative thinking in students, through Realistic Mathematical Education learning or RME and through conventional learning. The research design used was an experiment, namely in the form of a test of the ability of creative thinking. The population in this study of Junior High School students throughout the country, namely in West Bandung Regency. Sample research VIII grade i.e. in one of the Junior High School in West Bandung chosen at random and selected class A (grade experiment) that uses learning Realistic Mathematics Education (RME) and class B (grade control) that uses regular or conventional learning. The research results showed that the p-value of 0.000 < critical limits. Thus, the ability of mathematical creative thinking of the students who got the learning with Realistic Mathematics Education better than the students who got conventional learning.

This study aims to determine the ability of mathematical creative thinking of students in one of the Vocational Schools in Cimahi City with indicators of students' mathematical creative thinking skills used are fluency, flexibility, originality and elaboration. The ability to think creatively mathematically is the ability to learn mathematics in finding new ideas or ideas that are different from the way, in their own language. This research was conducted on 29 students in one of the Vocational Schools in Cimahi City using qualitative descriptive methods. The instruments used were in the form of 4 items of description with mathematical creative thinking skills in space geometry. After getting the results or data, then the data is presented in the form of a percentage. And it can be concluded from this study that the ability of mathematical creative thinking of SMK students in Cimahi City is still very low because only one indicator whose percentage exceeds 50% is an indicator of fluency. The results of this study can increase knowledge about mathematical creative thinking of students in one of the Vocational Schools in Cimahi City and is useful to facilitate education practitioners in developing mathematical creative thinking skills

The background of this study is the school of the new students of mathematics education courses came from grade high, medium and low. Here the writer wants to see how much influence of the school level on new students’ critical thinking skills and creative mathematical. The purpose of this study was to examine differences in new students’ mathematical disposition, critical & creative thinking ability through the mathematical problem posing approach based on school level (high, medium, low). The method used in this research is the experimental method, with only posttest design. The population of this study is all the students of mathematics education department in Cimahi; while the sample is selected randomly from one college. Then from this chosen college is taken two samples from random class. The instrument of essay test is used to measure students’ critical and mathematical creative thinking ability; while non-test instrument is questionnaire of attitude scale. The results show that: 1) based on the school level (high, medium, and low); there is difference in students’ mathematical critical thinking ability through problem posing approach. 2) based on the school level (high, medium, and low); there is difference in the students’ mathematical critical thinking ability through problem posing approach. 3) based on the school level (high, medium, and low); there is difference in students’ mathematical disposition.

The background of this study is the school of the new students of mathematics education courses came from grade high, medium and low. Here the writer wants to see how much influence of the school level on new students’ critical thinking skills and creative mathematical. The purpose of this study was to examine differences in new students’ mathematical disposition, critical & creative thinking ability through the mathematical problem posing approach based on school level (high, medium, low). The method used in this research is the experimental method, with only posttest design. The population of this study is all the students of mathematics education department in Cimahi; while the sample is selected randomly from one college. Then from this chosen college is taken two samples from random class. The instrument of essay test is used to measure students’ critical and mathematical creative thinking ability; while non-test instrument is questionnaire of attitude scale. The results show that: 1) based on the school level (high, medium, and low); there is difference in students’ mathematical critical thinking ability through problem posing approach. 2) based on the school level (high, medium, and low); there is difference in the students’ mathematical critical thinking ability through problem posing approach. 3) based on the school level (high, medium, and low); there is difference in students’ mathematical disposition.

This study aimed to describe the mathematical connection capability and creative thinking in mathematics with APOS theory. This study uses a quantitative and qualitative approach, the research design class action, which was conducted in two cycles. The research subject is 30 math education students who take a course in calculus. The results showed that an increase in the ability to connect mathematical and creative thinking in mathematics with APOS theory which includes Action, Process, Object and Scheme. This is shown by the data obtained in the second cycle that meets the criteria of academic success with 81.47%, the ability of mathematical connection with the achievement of 80.56%, and the ability to think creatively with the achievement of 81.27%.

This study aimed to describe the mathematical connection capability and creative thinking in mathematics with APOS theory. This study uses a quantitative and qualitative approach, the research design class action, which was conducted in two cycles. The research subject is 30 math education students who take a course in calculus. The results showed that an increase in the ability to connect mathematical and creative thinking in mathematics with APOS theory which includes Action, Process, Object and Scheme. This is shown by the data obtained in the second cycle that meets the criteria of academic success with 81.47%, the ability of mathematical connection with the achievement of 80.56%, and the ability to think creatively with the achievement of 81.27%.

<p>This research implements Problem Based Learning and Discovery Learning model to analysis the increase of mathematical creative thinking skills, mistakes in the process of mathematical creative thinking, and self-efficacy of high school students in Tasikmalaya. The research method used is descriptive, data collection techniques through creative thinking ability tests and questionnaires mathematics self-efficacy. The instruments were previously assessed by experts in mathematics education. Based on the data analysis, it is concluded that the mathematical creative thinking abilities of students through Problem Based Learning is increasing compared to the mathematical creative thinking abilities of students through Discovery Learning. Mistakes students of mathematical creative thinking processes in Problem Based Learning, generally on flexibility and originality indicators. While at Discovery Learning, mistakes students of mathematical creative thinking processes is generally on sensitivity, flexibility and originality indicators. Flexibility is solving the problem with a variety of different ways, but the result is the same, and originality is to solve the problem in its own way does not use a standard formula. Sensitivity is the ability to detect problems. Self-efficacy of students in Problem Based Learning and Discovery Learning are both at high qualifications.</p>

Aspects of local culture in learning mathematics in primary school teacher education are still not optimally presented in learning. One way to realize this learning is by learning Sundanese ethnomathematics. The mathematical modeling is very supportive ability in the learning process. The process of mathematical modeling can develop creative intelligence. This article uses the Didactical Design Research method to further optimize the quality of teaching materials. The number of research subjects was 180 of first semester student. The teaching material was tested for success by an experimental method through a test instrument that measured mathematical modeling abilities and creative intelligence. Research results in mathematical modeling ability among students who get mathematics learning using Sundanese ethnomathematics learning is significantly better than students who use conventional learning. There is no interaction between learning models used with educational background groups on mathematical modeling abilities. There is no interaction for creative intelligence. Sundanese ethnomathematics learning with didactic design material can be used as a model of mathematics learning to develop the abilities and dispositions of mathematical creative thinking abilities and dispositions in the elementary school teacher education environment.

Problem Posing approach is necessary for teacher training students. Problem Posing can train students to create questions/problems and their solutions. Make problem then solve it is part of student’s creative thinking ability. Differential equations problem is one of the materials that learned in mathematics education courses. Every teacher training student of mathematics has diverse skills. This diversity certainly brings various creative thinking skills as well. The purpose of this study is to determine the ability of student’s creative thinking in mathematical education courses, differential equation problem posing. This study uses a qualitative approach with descriptive methods. Sources of data in this study are the students of mathematics education consist of one student of each with high, medium, and low begining math ability. The data collection was conducted by using observation, testing, and interviews. Technique authenticity of data using a triangulation method. Data analysis technique done in stages, data reduction, data presentation, drawing conclusions, and verification. The result of this study were (1) Students with high initial capability not have fluency and flexibility of thought, but it shows the novelty think that qualifies as a Creative Thinking Ability Level (CTAL) 2 is creative enough, (2) Students with prior knowledge currently have the fluency of thought, but do not have the flexibility and novelty think that qualifies as a Level capabilities creative thinking (CTAL) 1 is less creative, (3) Students with prior knowledge low yet has grace, eloquence, and the novelty of thought that goes into the criteria of creative thinking ability Level (CTAL) 0 is not creative.

The study is on the need to scale up self – regulatory abilities in learners towards more sustainable national development in Nigeria. This study was instigated by the poor nature of children that need to create a background on purposeful activities in the learning environment. Three research questions raised which were translated into correspondent null hypotheses to guide the study. Some related literatures were reviewed accordingly. The study adopted a Survey research design with 218 samples selected through simple random sampling technique from primary school Pupils in Ogoja Education Zone of Cross River State. A four points likert scale questionnaire with eighteen items was adapted and validated and used for data collection. The reliability estimate was established for the instrument using the Cronbach alpha reliability method, the values were between o.76 and 0.81. Pearson product moment correlation method of analysis was employed to analyze the data. All hypotheses were tested at 0.05 level of significance. The result of the analysis revealed that all hypotheses were significant. Based on the findings, the researcher concluded that there was a relationship between self-regulatory learning ability and pupils’ creative mindset. The use of SRL strategy by pupils significantly correlates with pupils’ creative mindset. It was recommended among others that schools should organize sensitive educational programmes to develop children’s creative mindset. Parents, teachers and caregivers should encourage the values of managing emotions, behaviour and learning in children. Keywords: Self-regulatory ability, Early childhood education, creative mindset

Mathematical creative ability is one of the most important skills students must have to process the information provided in resolving the problem. Before using mathematical creative skills, prior knowledge becomes the most crucial thing that allows students to connect all existing information so that they can construct new knowledge through assimilation or accommodation processes. The process of forming mathematical concepts with metacognitive questions that might be carried out by students causes a metacognitive process in students that will affect their mathematical behavior. The purpose of this study is to (1) analyze prior knowledge of what students miss or forget so that they have difficulty to answer the given geometry problem, (2) how the learning path of creative thinking of students with the application of metacognitive approach. This type of research is Design Research to improve the quality of learning. This type of research is research design, data collection techniques .The researcher gave 2 geometry questions to 38 8th graders selected randomly in SMP Medan city. Questions given are tailored to Cognitive level 4 (C4) for questions 1 and C5 for question 2 based on Bloom's taxonomy. Data analysis techniques are descriptive qualitative.This study shows that prior knowledge becomes important to build students' mathematical creative ability to gain new knowledge, especially in the field of geometry. The most problematic topics that make it difficult for them to understand geometry are the area of the rectangle and the cube webs. In dividing the rectangle into two equal parts, students still have not created another form of flat build or have not been able to get out of the rectangular pattern or exactly the same as the available problem. There are five phases of learning trajectory of hierarchically creative mathematical thinking, which is orientation to problem, problem solving plan, plan realization, previous knowledge mastery / concept of mathematical creativity and evaluation of result obtained. Students do metacognition on the learning path of creative thinking in a comprehensive way from evaluation to planning, action to the formation of prior knowledge and selection of creative ideas. From these explanations, it is important that teachers need to ensure students have enough prior knowledge to make it easier to construct new knowledge, as well as to make learning fun and meaningful so that students will remember knowledge in long-term memory.

In this study I investigated the relationships among Sternberg's Triarchic Abilities (STA), Gardner's multiple intelligences, and the academic achievement of children attending primary schools in Istanbul, Turkey. Participants were 172 children (93 boys and 81 girls) aged between 11 and 12 years. STA Test (STAT) total scores were significantly and positively related to linguistic, logical-mathematical, and intrapersonal test scores. Analytical ability scores were significantly positively related to only logical-mathematical test scores, practical ability scores were only related to intrapersonal test scores, and the STAT subsections were significantly related to each other. After removing the effect of multiple intelligences, the partial correlations between mathematics, social science, and foreign language course grades and creative, practical, analytical, and total STAT scores, were found to be significant for creative scores and total STAT scores, but nonsignificant for practical scores and analytical STAT scores.

This study aims to examine mathematics teacher-candidate students’ mathematical creative reasoning ability based on the level of Adversity Quotient (AQ). This study uses a mixed method of sequential type by combining quantitative and qualitative methods in order. Population in this study is all students attending the course of Calculus in Mathematics Education of Master Program at STKIP Siliwangi that consist of 270 students divided into six classes. The results are AQ gives effect to the achievement of students’ mathematical creative reasoning abilities based on the whole and the type of AQ climber, champer, and quitter. The achievement of students’ mathematical creative reasoning abilities and based on AQ, the champer and climber fall into the medium category, while on the quitter type, it falls into the category of low. On the other hands, the achievement of students’ mathematical creative reasoning abilities is yet to be achieved well at the indicator of novelty.

Education curriculum in Indonesia focuses on the ability of hard skills and soft skills. Both of these capabilities must be synergized and balanced in their implementation in realizing learning goals and also curriculum objectives. Hard skills have several types, namely: mathematical understanding, mathematical reasoning, mathematical problem solving, mathematical communication, mathematical connections, mathematical logical thinking, mathematical critical thinking, and mathematical creative thinking. Each of these types has an indicator so that learning objectives are achieved.

<p class="BodyAbstract">Mathematical thinking and self-confidence are indispensable aspects of learning mathematics and are influential in solving mathematical problems. In higher education mathematics learning, advanced mathematical thinking skills are required (Advance Mathematical Thinking. Advanced mathematical thinking processes include: 1) mathematical representation, 2) mathematical abstraction, 3) connecting mathematical representation and abstraction, 4) creative thinking, and 5) mathematical proof. Discrete mathematics is one of the courses in mathematics education FKIP UNS. The problems in Discrete Mathematics courses are usually presented in the form of contextual problems. Students often experience difficulties in making mathematical expressions and mathematical abstractions from these contextual problems. In addition, students also experience difficulties in bookkeeping. Most students often prove by using examples of some real problems. Even though proof in mathematics can be obtained by deductive thinking processes or inductive thinking processes, the truth is that mathematics cannot only come from the general assumption of inductive thinking. Based on this, a qualitative descriptive study was carried out which aims to determine the advanced mathematical thinking skills based on the level of student self-confidence. Research with the research subjects of FKIP UNS Mathematics Education Students in Discrete Mathematics learning for the 2019/2020 school year gave general results that the student's ability in advanced mathematical thinking was strongly influenced by the level of student confidence in learning. The higher the student's self-confidence level, the better the student's advanced mathematical thinking ability, so that high self-confidence has a great chance of being successful in solving math problems.</p>

In this study, it was investigated how domain-specific (number sense) and domain-general (working memory, creativity) factors explain the variance in mathematical abilities in primary school children. A total of 166 children aged 8 to 10 years old participated. Several tests to measure math ability, mathematical creativity, number sense, verbal and visual spatial working memory and creativity were administered. Data were analyzed with a series of correlation and regression analyses. Number sense, working memory and creativity were all found to be important predictors of academic and creative mathematical ability. Furthermore, groups with math learning disabilities (MLD) and mathematical giftedness (MG) were compared to a typically developing (TD) group. The results show that the MLD group scored lower on number line estimation and visual spatial working memory than the TD group, while the MG group differed from the TD group on visual spatial working memory and creativity. It is concluded that creativity plays a significant role in mathematics, above working memory and number sense.

The universality of mathematical knowledge, its a priori metasubject nature and fundamental role in forming the scientific style of thinking make high demands on the training of maths teachers within the framework of the higher professional education system. This training includes the formation of competencies related to the ability to understand and transmit knowledge formulated in the language of mathematics, the ability to embed it into the existing system of mathematical and general scientific training, as well as active, creative mastering of mathematical content. The article presents an instructional diagram of mental activity organization for solving educational mathematical problems. Being universal, the scheme meets the above requirements for training future maths teachers and it was developed specifically with an orientation towards this category of students. The article provides the specific example of the use of the scheme.

The work is aimed at analyzing the problems of training psychological and pedagogical personnel for working with gifted children in our country and abroad. Three interrelated issues are discussed: 1) what professional competencies are necessary for effective work in the field of education of gifted and talented children, 2) which of them are absent in modern teachers, and 3) how to ensure their formation. A weak link in the preparation of teachers to work with gifted children is highlighted and deficit competencies are identified — a modern scientific understanding of the phenomenon of giftedness, its nature, a variety of manifestations and types, as well as the ability to identify (identify) gifted children, assess their creative potential. The necessity of searching for new, effective ways of “reorienting the dominant stereotypes” and the development of productive ideas of teachers about gifted students and ways of working with them is substantiated. The results of testing the training for the development of productive ideas about the creative manifestations of primary schoolchildren and adolescents and the teacher’s ability to identify the creative potential of students are presented, its effectiveness is shown.

THE QUALITATIVE STUDY DESCRIBED in this article examines the knowledge of basic concepts demonstrated by six young deaf children* with high/low levels of mathematical ability as measured by performance on a formal (i.e. Bracken Basic Concept Scale) and informal (i.e. classification/sorting task) assessment. Findings indicate that children with lower mathematics ability, as measured by the Test of Early Mathematics Ability (TEMA-3), also demonstrated limited understanding of basic concepts and weaker thinking skills as evidenced by a lack of ability to categorise or classify at a level comparable to their more mathematically able peers. Such performance suggests that a foundation in basic concept knowledge and thinking skills may be critical to the development of early numeracy skills.

AbstractCounselling children often requires the use of supplementary strategies in order to interest and engage the child in the therapeutic process. One such strategy is the Metaphorical Fruit Tree (MFT); an art metaphor suited to exploring and developing self-concept. Quantitative and qualitative data was used to explore the relationships between children's ability to use metaphor, age, gender, and level of emotional competence (N = 58). Quantitative and qualitative analyses revealed a significant negative relationship between self-reported emotional competence and ability to use the MFT. It is proposed that children rely on different processes to understand self and as children's ability to cognitively report on their emotional capabilities via the Emotional Competence Questionnaire (ECQ) increases, their ability to report creatively on those capabilities via the MFT is undermined. It is suggested that the MFT may be used, via creative processes and as an alternative to cognitive processes, to increase understanding and awareness of intrapersonal and interpersonal concepts of self in the child during counselling.

<p class="Abstract"><span lang="EN-GB">The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the group, were running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that, teaching with tablets comparatively to teaching with computers has contributed significantly to the development of children’s mathematical ability to a greater extent. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children.</span></p>

Abstract: This study was a qualitative descriptive examines integrative education model development to address the social disorder in children in Kampung Sri Rahayu Purwokerto. Implementation of the development of integrative educational model (Islam, intellectual-cognitive and creative) with the material of playing language, colors, logic, motion and music can provide a change in behavior and mindset in children at Kampung Sri Rahayu. This can be seen when children are in their environment, whether in the home, community, and school. Providing material that is synonymous with playing children make children easily understand and well accept the transfer of knowledge. Integrative education is done through Islamic education by chanting iqra and practice when leaming to make children have intelligent-religious character. The cognitive and creative intellectual education through integrative leaming to play the material language, color, music, logic and motion shaping children to be intelligent This is refiected in the aioton shaping children the and creative. This is reflected in the ability of children in general knowledge and insight into the religion that formed the child to be intelligent. Implementation of project-based leaming that makes children have creative ideas that allow them to solve problems with creative solutions they think of themselves. Keywords: Integrative Education, Social Disorder, Children, Kampung Sri Rahayu.

Purpose Qualitative researchers working with young people consistently face challenges in trying to ethically gain insight into their inner thoughts and worlds. The purpose of this paper is to examine how the use of generative tools in conjunction with qualitative interviewing with young people can enhance creativity and reflexivity, while mitigating adult-child power dynamics. Design/methodology/approach This paper draws upon ethnographic research conducted by the author examining the interplay between emotion, communication, and schooling at a public high school. Participant observation, use of generative tools to make collages representing each student’s experience, and in-depth interviews guided by the student-created visuals were triangulated to more fully understand the students’ experiences. Findings Generative tools foster reflexivity in both researcher and participants, lesson adult-child power dynamic concerns, and foster creativity without the requirement of drawing ability. Integrating the collaging process into in-depth interviews enabled students to privilege their primary thoughts, experiences, and concerns related to the issues being studied, mitigating concerns over adults overpowering and controlling the focus of the interview. Originality/value Generative tools can complement and enhance time-honored qualitative methods to alleviate ongoing concerns about ethical and accurate research with young people. Researchers are encouraged to embrace creative methods to engage young people in ethical and thoughtful reflection on and sharing of their experiences. Creative methods are also useful in empowering young people to imagine their world otherwise creating new possibilities for the future.

The article discusses the patterns and reasons of the development of pedagogical initiative and schoolchildren’s creative work; develops the idea of the influence of the pedagogical culture of schoolchildren on national education, and raises the issue of the pedagogical talent of students. The authors note that the Russian pedagogical education today faces challenges that are connected with the new quality of the teacher’s pedagogical culture, based on the ability to transform the traditional practices of the industrial education model into pedagogical solutions that meet the challenges of the 21st century. It is concluded that at present pedagogical initiatives of schoolchildren are emerging and developing in Russian education. There is a need for a comprehensive understanding, scientific substantiation and scientific and methodological support of creative proposals of schoolchildren in the field of education, since the development of the pedagogical culture of the younger generation can not only create the basis for the development of school education, but also become a valuable and technological foundation for the modernization of national education.

Comic can be an effective educational tool at various levels of Education. Developmental trends of technology can be used as a learning medium. In this research the comics are designed for operated using an android. This study aims to produce a local wisdom based physics comic media: hopscotch game that is suitable for learning impulse and momentum material in high school, and to know the effectiveness of the media used to improve mathematical representation and creative thinking of students. This research is a Research and Development (R&D) using the Borg & Gall model. Research instruments include product assessment sheets, questionnaire, mathematical representation and creative thinking tests. The data analysis technique used is the MANOVA test. The results show that the product is a media that is operated using a smartphone/ android with the EPUB-Reader application or a computer with an internet browser. The comic media contains impulse and momentum material, videos, examples, and practice questions. The product is categorized as suitable to be used in the physics learning process. There is a difference between the experimental and control classes. This shows that the local wisdom based Physics comic: android-assisted can improve mathematical representation and creative thinking of high school students.

Promoting creative thinking in children has been an issue of critical importance to educators. Research shows that appropriate uses of computer programs such as word processing, computer imaging, and Logo programming have the potential to enhance children's creativity. Little is known, however, about the impact of hypermedia technology on children's creative thinking. This study examined whether engaging elementary school students in hypermedia authoring would promote their creative thinking. It was found that after engaging in an extended period of hypermedia authoring, the fourth graders increased their creativity scores in a number of areas. The low and intermediate ability students appeared to benefit from the hypermedia authoring environment more than the high ability students and working collaboratively on the hypermedia authoring projects enabled students to demonstrate higher creativity scores than when working individually. The findings are consistent with research on hypermedia and creativity with Logo in showing that by offering a new dimension for expressing thoughts and encouraging novel ways of presentation, hypermedia authoring is another way to facilitate children's cognitive development and promote their motivation toward learning.