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Journal articles on the topic 'Mathematics Creativity'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Ovat, Sylvia Victor, Usani Joseph Ofem, Eunice Ngozi Ajuluchukwu, et al. "Predicting multidimensionality of mathematical creativity among students: Do mathematics self-efficacy, attitude to mathematics and motivation to mathematics matter?" Eurasia Journal of Mathematics, Science and Technology Education 20, no. 8 (2024): em2489. http://dx.doi.org/10.29333/ejmste/14915.

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Mathematical creativity is the focus of most curriculum in that students with this ability are prone to solving problems in society from a multidimensional perspective. However, studies of this nature, especially in Africa, are limited, and this poses a challenge to policy development. To cover this gap, the study sought to model the predictive effect of mathematics self-efficacy, motivation for mathematics, and attitude towards mathematics on mathematical creativity from a multidimensional perspective. The study adopted a cross-sectional survey using 654 mathematics students for the study. Tw

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Bicer, Ali. "A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (2021): 252–81. http://dx.doi.org/10.46328/ijemst.1254.

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The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of ins

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Ibrahim, Ibrahim Alhussain Khalil, and Rully Charitas Indra Prahmana. "Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?" Journal on Mathematics Education 15, no. 1 (2023): 253–76. http://dx.doi.org/10.22342/jme.v15i1.pp253-276.

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Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students’ creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect anal

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AKIYAMA, Jin. "Mathematics and creativity." Journal of Information Processing and Management 40, no. 4 (1997): 283–98. http://dx.doi.org/10.1241/johokanri.40.283.

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Barbeau, Ed. "Creativity in Mathematics." Interchange 16, no. 1 (1985): 62–69. http://dx.doi.org/10.1007/bf01187592.

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Grégoire, Jacques. "Understanding Creativity in Mathematics for Improving Mathematical Education." Journal of Cognitive Education and Psychology 15, no. 1 (2016): 24–36. http://dx.doi.org/10.1891/1945-8959.15.1.24.

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Mathematical creativity is rooted in the intellectual abilities and personality traits of each individual, in which the direct influence of education is only moderate. However, education could have more influence on three important components of creativity: expertise, original thinking, and intrinsic motivation, which underlie individual creative potential. At school, the development of the students’ creative potential should start from the teachers’ mathematical education. Only expert and creative teachers can provide the appropriate environment for developing students’ creativity. To develop

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Abdul Hamid, Nor Haniza, and Nurzatulshima Kamarudin. "Assessing Students’ Mathematics Achievement and Mathematical Creativity using Mathematical Creative Approach: A Quasi-Experimental Research." Asian Journal of University Education 17, no. 2 (2021): 100. http://dx.doi.org/10.24191/ajue.v17i2.13399.

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Abstract: There is an abundance of literature highlighting the need to focus on enhancing students’ creativity in the classroom. This research aimed to determine the impact of the Mathematical Creative Approach (MCA) on mathematical creativity and mathematics achievement among students and to explore the relationship between mathematical creativity and achievement in mathematics. A quasi-experimental research design was employed for the study that included a total of 64 Form Four students from schools in Kuala Lumpur; 32 students in the intervention group and 32 students in the comparison grou

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Dr., Jyoti Sharma. "EFFECT OF MATHEMATICS LEARNING ON THE DEVELOPMENT OF MATHEMATICS CREATIVITY." International Journal of Research - Granthaalayah 5, no. 7 (2017): 151–58. https://doi.org/10.5281/zenodo.836377.

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The paper presents an empirical study done in Indian classrooms to understand the effect of mathematics learning experiences on the development of mathematics creativity. The study was designed in two stages, at stage I, it was planned to find out scope, practice and promotion of creative thinking in mathematics classroom; teachers’ own engagements with creative mathematical task and teachers’ attitude towards mathematics creativity. Stage II was designed to find out responses of students and teachers in mathematics creativity task. Responses of students were analyzed on the basis of three cri

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Basic, Aleksandra, Bojana Arsic, Anja Gajic, Ruzica Zdravkovic Parezanovic, Dragana Macesic Petrovic, and Tamara Lazovic. "CREATIVITY IN TEACHING MATHEMATICS." Journal Human Research in Rehabilitation 12, no. 2 (2022): 127–37. http://dx.doi.org/10.21554/hrr.092203.

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Modern education aims to form a versatile and creative personality that will leave school equipped for life, and mathematical skills are deemed necessary skills to participate in modern society. So, one of the challenges of modern education is precisely to enable the conditions for the development of creativity in school. Therefore, the aim of this paper is to review the relevant literature to define the concept of creativity in mathematics teaching, point out the need to stimulate creativity in students and present some of the strategies for encouraging creativity in mathematics teaching. The

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Gunter, Pete A. Y. "Bergson, Mathematics, and Creativity." Process Studies 28, no. 3 (1999): 268–88. http://dx.doi.org/10.5840/process1999283/47.

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Gunter, Pete A. Y. "Bergson, Mathematics, and Creativity." Process Studies 28, no. 3-4 (1999): 268–88. http://dx.doi.org/10.2307/44789315.

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Pramasdyahsari, Agnita Siska, Maya Rini Rubowo, Velma Nindita, et al. "Developing engaging STEAM-geometry activities: Fostering mathematical creativity through the engineering design process using Indonesian cuisine context." Infinity Journal 14, no. 1 (2024): 213–34. https://doi.org/10.22460/infinity.v14i1.p213-234.

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Enhancing mathematical creativity requires more learning activities that foster creative thinking. However, teachers need more resources and activities to nurture students' creativity in mathematics effectively. Therefore, this study aimed to design STEAM-based geometry activities using the Engineering Design Process (EDP) to explore how such projects can enhance students' mathematical creativity. In this study, creativity focuses on how students use geometric principles to design Wingko Babat as an Indonesian cuisine, making culturally meaningful connections and solving design challenges. The

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Vasojević, Irena, Zora Krnjaić, and Nena Vasojević. "Developing creativity in mathematics instruction." Nastava i vaspitanje 70, no. 2 (2021): 165–76. http://dx.doi.org/10.5937/nasvas2102165v.

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This paper aims to highlight the importance and the possibilities of developing creativity and creative thinking in mathematics instruction. One of the key tasks of the educational process in schools is the stimulation and development of students' creative abilities. Students' creative abilities and divergent forms of working with them are not restricted to specific areas and fields of human activity; rather, it is a matter of the specific and distinctive qualities of the development of creativity and creative expression in certain areas, or school subjects. The paper examines the need and the

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Hafizi, Mardiah Hafizah Muhammad, and Nurzatulshima Kamarudin. "Creativity in Mathematics: Malaysian Perspective." Universal Journal of Educational Research 8, no. 3C (2020): 77–84. http://dx.doi.org/10.13189/ujer.2020.081609.

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Mann, Eric L. "Creativity: The Essence of Mathematics." Journal for the Education of the Gifted 30, no. 2 (2006): 236–60. http://dx.doi.org/10.4219/jeg-2006-264.

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Lubis, Dira Dzulistia. "Using Digital Learning Media to Increase Student Creativity in Solving Mathematics Problems." EDUCTUM: Journal Research 2, no. 5 (2023): 16–18. http://dx.doi.org/10.56495/ejr.v2i5.462.

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This research explores the use of digital learning media as a means of increasing students' creativity in solving mathematics problems. Conventional teaching methods are often inadequate to develop students' creative abilities in solving mathematical problems. Through the application of digital learning media, such as educational games and interactive simulations, this research aims to create a learning environment that motivates students to think creatively and apply mathematical concepts in real contexts. This research methodology involves students' active participation in digital interactiv

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Novalia, R., H. Sobar, R. Ismaya, A. Marini, and M. S. Sumantri. "Effect of the Missouri Mathematics Project model on mathematical creativity." Journal of Physics: Conference Series 1869, no. 1 (2021): 012126. http://dx.doi.org/10.1088/1742-6596/1869/1/012126.

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Fetterly, James. "Fostering Mathematical Creativity While Impacting Beliefs and Anxiety in Mathematics." Journal of Humanistic Mathematics 10, no. 2 (2020): 102–28. http://dx.doi.org/10.5642/jhummath.202002.07.

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Isnani, S. B. Waluya, Rochmad, and Wardono. "Analysis of mathematical creativity in mathematics learning is open ended." Journal of Physics: Conference Series 1511 (April 2020): 012102. http://dx.doi.org/10.1088/1742-6596/1511/1/012102.

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Montoito, Rafael, and Andréia Dalcin. "Creativity in Mathematics classes: insurrection via art and AI." Educação Matemática Debate 9, no. 17 (2025): 1–20. https://doi.org/10.46551/emd.v9n17a16.

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The study, in the form of a theoretical essay, discusses the exercise of creativity in math classes through art, giving rise to creativity as a creative power and as a way of being in the world. To make the discussions more tangible, images generated by Artificial Intelligence (AI) are used and an activity is proposed, inspired by the paintings of Russian artist Georgy Kurasov, which addresses mathematical elements and enhances creative thinking. The proposal defends art as an insurrection against the pimping/banality of life, inviting students to an aesthetic exercise in math class, to expres

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Simamora, Rustam Effendy, and Sury Adellia Ramadhanta. "Investigating the effects of Realistic Mathematics Education on mathematical creativity through a mixed-methods approach." Indonesian Journal of Science and Mathematics Education 7, no. 2 (2024): 337. http://dx.doi.org/10.24042/ijsme.v7i2.21221.

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This study investigates the effect of Realistic Mathematics Education (RME) on mathematical creativity among 96 seventh-grade students in North Kalimantan. Using an embedded experimental design, students were assigned to an experimental group (RME) and a control group (conventional teaching), each consisting of 32 students. The pretest and posttest showed a significant increase in mathematical creativity in both groups, with a greater increase in the RME group. Interviews indicated that RME positively impacted students' mathematical self-efficacy, proficiency in fractions, and enjoyment of lea

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Istikomah, Endang, Didi Suryadi, Sufyani Prabawanto, and Elah Nurlaelah. "Geogebra in Real-Life: Important Tips to Support Student Creative Thinking in Mathematics." Journal of Advanced Research in Applied Sciences and Engineering Technology 49, no. 2 (2024): 248–63. http://dx.doi.org/10.37934/araset.49.2.248263.

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Creativity is an important personality trait to use in everyday life. This allows us to be flexible when facing real life situations. Mathematics education should be seen as an opportunity for creativity development, even though creativity is not traditionally associated with mathematics. One of the goals of education at every level is to encourage students to think creatively, think logically, and be able to solve problems. This study aimed to provide important tips to support the student creative thinking when studying mathematics. This study also described activities outside the classroom t

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Ihsan, Muhammad. "PENGARUH METAKOGNISI DAN MOTIVASI TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA MELALUI KREATIVITAS SISWA KELAS VIII SMP NEGERI DI KEC. KINDANG KAB. BULUKUMBA." Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 4, no. 2 (2016): 129. http://dx.doi.org/10.24256/akh.v4i2.298.

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Several factors that influence students’ ability to solve mathematics problem are metacognition, learning motivation, and learning creativity on mathematics. Therefore, this research aimed to identify the influence level of metacognition and learning motivation toward mathematics problem solving ability through learning creativity of students. The population was students at grade VIII of public junior high school in Kindang sub district of Bulukumba. Technique of sampling was by equal size random sampling. The data were collected through questionnaire and test, and then analyzed by using descr

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Ihsan, Muhammad. "Pengaruh Metakognisi dan Motivasi terhadap Kemampuan Pemecahan Masalah Matematika Melalui Kreativitas Siswa Kelas VIII SMP Negeri di Kecamatan Kindang Kabupaten Bulukumba." Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 4, no. 2 (2018): 129–40. http://dx.doi.org/10.24256/jpmipa.v4i2.257.

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Several factors that influence students ability to solve mathematics problem are metacognition, learning motivation, and learning creativity on mathematics. Therefore, this research aimed to identify the influence level of metacognition and learning motivation toward mathematics problem solving ability through learning creativity of students. The population was students at grade VIII of public junior high school in Kindang sub district of Bulukumba. Technique of sampling was by equal size random sampling. The data were collected through questionnaire and test, and then analyzed by using descri

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Sharma, Jyoti. "EFFECT OF MATHEMATICS LEARNING ON THE DEVELOPMENT OF MATHEMATICS CREATIVITY." International Journal of Research -GRANTHAALAYAH 5, no. 7 (2017): 151–58. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2117.

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The paper presents an empirical study done in Indian classrooms to understand the effect of mathematics learning experiences on the development of mathematics creativity. The study was designed in two stages, at stage I, it was planned to find out scope, practice and promotion of creative thinking in mathematics classroom; teachers’ own engagements with creative mathematical task and teachers’ attitude towards mathematics creativity. Stage II was designed to find out responses of students and teachers in mathematics creativity task. Responses of students were analyzed on the basis of three cri

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Nurfaidah, Nurfaidah, Emi Pujiastuti, Adi Nur Cahyono, Sugiman Sugiman, Iqbal Kharisudin, and Sarah Korkor. "Systematic literature review: mathematical creative thinking ability reviewed from self-regulated in Project Based Learning (PjBL) Model." International Journal of Mathematics and Sciences Education 1, no. 1 (2023): 31–40. http://dx.doi.org/10.59965/ijmsed.v1i1.8.

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In learning mathematics to solve problems, students must own creativity and finish independently. Creativity and study in a manner independence can be increased by applying a learning model. Study This own The aim is to conduct a literature review regarding the based learning model project to improve the ability to think creatively mathematically and self-regulated or learn from students independently. The research method used is Systematic Literature Review (SLR) method. Selected articles based on quality, suitability, and suitability content so that obtained 17 articles from google scholar j

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Agić, Hariz, and Sead Rešić. "SOME OUTLOOKS ON CREATIVITY IN MATHEMATICS TEACHING." Journal Human Research in Rehabilitation 5, no. 2 (2015): 11–22. http://dx.doi.org/10.21554/hrr.091505.

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The role and significance of Mathematics in human life is very important and holds a special place in development of contemporary society. Creativity in Mathematics teaching largely depends on Mathematics teacher. Teacher is the one who creates emotional environment in the classroom and it is expected from him/her to create with the students a relationship of trust and mutual responsibility for the success of conducting the teaching process. Students need to be interested and activated to individually solve tasks and find solutions to set Mathematical problems, to solve tasks in different ways

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Widodo, Suryo, Yuni Katminingsih, and Bambang Agus Sulistyono. "Characteristics of Creative Mathematics Teachers in Posing Contextual Mathematics Problems." International Journal of Research and Review 10, no. 2 (2023): 41–48. http://dx.doi.org/10.52403/ijrr.20230208.

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Both teachers and students have carried out various studies on creativity. In general, creativity research is associated with solving mathematical problems. In this research, we want to reveal the characteristics of the creative mathematics teacher subject as another finding in uncovering the stages of the teacher's creative thinking. The results of this study found that creative teachers can observe, ask questions, reason, make analogies and try. Keywords: [observing, asking, reasoning, analogizing, and trying]

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Fonseca, Mateus Gianni, and Cleyton Hércules Gontijo. "Stimulating High School Student Creativity, Motivation, and Mathematics Performance with Classes Based on Creativity Techniques." Acta Scientiae 24, no. 2 (2022): 1–36. http://dx.doi.org/10.17648/acta.scientiae.6522.

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Background: Several countries and organisations highlight creativity when advocating an education connected to the current moment of scientific and technological progress we live, especially in the mathematics field. Objectives: We aim to answer the following questions: (a) Is senior high school students’ creativity, motivation, and mathematics performance triad positively influenced by extracurricular mathematics classes based on creativity techniques? And (b) What are the different students’ perceptions of mathematics based on the type of classes they received throughout the course (conventi

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Supandi, S., H. Suyitno, Y. L. Sukestiyarno, and D. Dwijanto. "Adaptation and creativity in mathematics learning." Journal of Physics: Conference Series 1321 (October 2019): 022132. http://dx.doi.org/10.1088/1742-6596/1321/2/022132.

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افشارکهن, زهرا, حسن ملکی, محمود مهرمحمدی, یحیی مهاجر, and علی ضیایی مهر. "Mathematics: Moving from Humor to Creativity." Theory and Practice in Curriculum 4, no. 8 (2017): 27–50. http://dx.doi.org/10.18869/acadpub.cstp.4.8.27.

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Johansen, Astrid, Erik Mogstad, Bojana Gajic, and Berit Bungum. "Incorporating creativity in science and mathematics teaching:." Nordic Studies in Science Education 18, no. 1 (2022): 98–111. http://dx.doi.org/10.5617/nordina.8620.

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Although creativity constitutes part of 21st century skills, realizing a curriculum that emphasizes creativity in science and mathematics appears to be a challenge. In this study, we investigate how lower secondary science and mathematics teachers understand the concept of creativity, how it can be promoted, and what hinders creativity in schools. Eight teachers were involved in the study, and their views were investigated through group interviews. It was revealed that teachers adopt three perspectives pertaining to how creativity can be fostered in the classroom: the nature of tasks and how t

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Wahyu Nofiyanti, Lijan P. Sinambela, and Yusriani Sapta Dewi. "Pengaruh Minat, Kreativitas Dan Gaya Belajar Terhadap Hasil Belajar Matematika Pada Siswa Kelas 5 Sekolah Victory Plus Bekasi." Jurnal Satya Mandiri Manajemen dan Bisnis 5, no. 2 (2019): 43–50. http://dx.doi.org/10.54964/satyamandiri.v5i2.333.

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This riset aims to prove the influence of interest, creativity and learning styles towards mathematics learning outcomes. The data collection is done using questionnaires. Based on the results of the study it was concluded that: (1) There is a significant effect of interest in mathematics learning result; (2) There is a significant effect of creativity in mathematics learning result (3) There is a significant effect of learning styles in mathematics learning result and (4) There is a significant effect of interest, creativity and learning styles together in mathematics learning result.

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Chamberlin, Scott A., and Sidney M. Moon. "Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians." Journal of Secondary Gifted Education 17, no. 1 (2005): 37–47. http://dx.doi.org/10.4219/jsge-2005-393.

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This article addresses the use of Model-Eliciting Activities (MEAs) as a (curricular) tool to develop mathematical creativity and identify students who are creatively gifted in mathematics. The thesis of this article is that by using MEAs, gifted educators can: (a) provide students with opportunities to develop creative and applied mathematical thinking; and (b) analyze students’ mathematical thinking when engaged in creative mathematical tasks, aiding in the identification of those students who are especially talented in domain-specific, mathematical creativity. The authors’ conclude that MEA

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Kurnianto, Iwan, Budi Usodo, and Sri Subanti. "The Effect of Teams Games Tournament (TGT) and Team Assisted Individualization (TAI) Learning Models on The Mains of Discussion Reviewed From Student's Learning Creativity." Journal of Mathematics and Mathematics Education 10, no. 1 (2020): 40. http://dx.doi.org/10.20961/jmme.v10i1.22642.

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<div class="WordSection1"><p class="BodyAbstract">This study aims to determine: which ones provide better Mathematics learning outcomes; which students have better Mathematics learning achievement, students with high, medium or low creativity; for each creativity level that gives better Mathematics learning outcomes; for each mathematics learning model that has better mathematics learning achievement in students of high, medium, or low creativity on Numbers material for learning TGT, TAI. This type of research is a quasi-experimental research with a 3 x 3 factorial design. The popu

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Telaumbanua, Irene Kristina, and Kurnia Putri Sepdikasari Dirgantoro. "KOMPETENSI PEDAGOGIK GURU DALAM MENGEMBANGKAN KEMAMPUAN KREATIVITAS MATEMATIKA PESERTA DIDIK PADA PEMBELAJARAN JARAK JAUH." EduMatSains : Jurnal Pendidikan, Matematika dan Sains 6, no. 2 (2022): 303–16. http://dx.doi.org/10.33541/edumatsains.v6i2.3606.

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Mathematics lessons are taught to equip students to have various thinking abilities. One of the most important thinking skills in mathematics is the ability to think creatively or it is called creativity. In fact, the creativity abilities of grade VII students at a Christian school in Toraja are still lacking in terms of indicators of mathematical creativity. One of the competencies that must be possessed by a teacher to be able to encourage the development of mathematical creativity of students is pedagogical competence. Therefore, the purpose this paper is to explain the implementation of te

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Casinillo, Leomarich. "Is learning mathematics still creative and enjoyable during the COVID-19 pandemic?" Indonesian Journal of Social Research (IJSR) 4, no. 2 (2022): 124–38. http://dx.doi.org/10.30997/ijsr.v4i2.208.

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Creativity in learning is an enjoyable experience for most students who are studying mathematics. However, when the COVID-19 pandemic brought unprecedented experiences to students, learning mathematics is questionably creative and enjoyable nowadays. This study intends to measure the level of creativity and how enjoyable is learning mathematics amidst the pandemic. The study develops statistical models to capture the different factors that significantly influence the students' creativity and enjoyable experience in learning mathematics. A selected secondary data from the existing study was uti

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Sriraman, Bharath. "Are Giftedness and Creativity Synonyms in Mathematics?" Journal of Secondary Gifted Education 17, no. 1 (2005): 20–36. http://dx.doi.org/10.4219/jsge-2005-389.

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At the K-12 level one assumes that mathematically gifted students identified by out-of-level testing are also creative in their work. In professional mathematics, “creative” mathematicians constitute a very small subset within the field. At this level, mathematical giftedness does not necessarily imply mathematical creativity but the converse is certainly true. In the domain of mathematics, are the words creativity and giftedness synonyms? In this article, the constructs of mathematical creativity and mathematical giftedness are developed via a synthesis and analysis of the general literature

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Unterfrauner, Elisabeth, Annalisa Addis, Claudia Magdalena Fabian, and Lucy Yeomans. "STEAM Education: The Claim for Socially Innovative Practices." Creativity and Educational Innovation Review, no. 8 (December 27, 2024): 71–98. https://doi.org/10.7203/creativity.8.29743.

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This paper examines the potential of STEAM (Science, Technology, Engineering, Arts, Mathematics) education as a socially innovative approach to making STEM education more inclusive and creativity-driven. Traditional STEM (Science, Technology, Engineering, Mathematics) education is essential for global innovation but often reinforces societal inequities. The EU-funded Road-STEAMer project aims to integrate creative approaches into STEM, fostering a skill set that combines technical and creative capabilities. This study investigates STEAM’s potential to address the skill gaps and inclusivity iss

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Hidajat, Flavia Aurelia. "The effects of E-learning based on a creatively cooperative method on student’s self-regulation ability in mathematics." Cypriot Journal of Educational Sciences 17, no. 9 (2022): 3466–77. http://dx.doi.org/10.18844/cjes.v17i9.7476.

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This study aims to determine the effect of the creatively cooperative learning method on students’ self-regulation abilities in mathematics. This study employed quantitative research with a One-Group Posttest-only design. The research participants were 93 students from the seventh grade at a secondary school. The data were collected using a mathematical problem-solving test and a self-regulated ability questionnaire. The data were analyzed using linear regression analysis. This study indicates that the implementation of the creatively cooperative learning method positively influences students’

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Mace, F. Borden. "Fanning the Spark of Exceptional Creativity." Journal of Secondary Gifted Education 9, no. 2 (1997): 51–56. http://dx.doi.org/10.1177/1932202x9700900203.

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This article provides a brief history of the people and events that came together in the formation of three of the first public residential schools for gifted students: the North Carolina School for Science and Mathematics, the Louisiana School for Mathematics, Science and Technology, and the Illinois Mathematics and Science Academy. These schools were formed through a series of risks and opportunities by people who cared about the future of their state's most able students. Mace offers a first-hand review of how these fine schools came to be.

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Mastuti, Ajeng Gelora, Toto Nusantara, Purwanto Purwanto, et al. "Interpretation Awareness of Creativity Mathematics Teacher High School." International Education Studies 9, no. 9 (2016): 32. http://dx.doi.org/10.5539/ies.v9n9p32.

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<p class="apa">The purpose of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship between creativity and high school math teacher is focused on procedures and not on the product, presents the conception refers to the creativity in the perspective of learners. The observation of classes conducted by researchers for

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Bašić, Aleksandra, Ružica Zdravković Parezanović, Anja Gajić, Bojana Arsić, and Dragana Maćešić Petrović. "CREATIVITY IN TEACHING MATH TO STUDENTS WITH INTELLECTUAL DISABILITIES." International Journal for Innovation Education and Research 9, no. 6 (2021): 400–405. http://dx.doi.org/10.31686/ijier.vol9.iss6.3198.

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Developing creativity and thinking outside the box is key in modern education. When students are able to combine ideas, techniques, approaches that enable them to solve problems in different ways we can assert that they were taught creativity in their mathematical instructions. Most tests for evaluation of mathematical creativity measure the flexibility, fluency, and originality of student responses. Creativity tends to be hindered in the case of students with mild intellectual disabilities. Studies on the application of creativity in the teaching of mathematics to students with intellectual d

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Nuralievna, Pulatova Kamola. "MATHEMATICS AND CREATIVITY: HOW DO GEOMETRIC PROBLEMS DEVELOP CREATIVE THINKING?" European International Journal of Pedagogics 4, no. 12 (2024): 145–52. https://doi.org/10.55640/eijp-04-12-34.

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This article analyzes the role of geometry in developing creative thinking. It explores methods for fostering students' analytical and creative abilities through geometric problems. In particular, the importance of using various approaches to solve geometric problems and seeking new and original solutions in cultivating creativity is highlighted. The article elaborates on the use of geometric problems as a tool to stimulate creative thinking, broaden students' cognitive abilities, enhance logical reasoning, and apply these skills in solving real-life problems.

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Perez, Lemuel, and Rose Andrade. "Influence of Thinking Style on the Critical Thinking Skills and Creativity in Mathematics." International Journal of Science, Technology, Engineering and Mathematics 3, no. 4 (2023): 30–50. http://dx.doi.org/10.53378/353028.

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Two of the key talents that students need to possess in the twenty-first century are the ability to think critically and creatively, both of which can be nurtured through mathematics training. Teachers should take into account the various ways that each student thinks when using pedagogical strategies to help students develop their critical and creative thinking abilities in mathematics. Thus, the main goal of the study was to determine whether there were any significant differences in the critical thinking and creativity abilities in mathematics among the various thinking styles of Grade 10 s

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Perez, Lemuel, and Rose Andrade. "Influence of Thinking Style on the Critical Thinking Skills and Creativity in Mathematics." International Journal of Science, Technology, Engineering and Mathematics 3, no. 4 (2023): 30–50. http://dx.doi.org/10.53378/353037.

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Two of the key talents that students need to possess in the twenty-first century are the ability to think critically and creatively, both of which can be nurtured through mathematics training. Teachers should take into account the various ways that each student thinks when using pedagogical strategies to help students develop their critical and creative thinking abilities in mathematics. Thus, the main goal of the study was to determine whether there were any significant differences in the critical thinking and creativity abilities in mathematics among the various thinking styles of Grade 10 s

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NAINGGOLAN, JONNER, and HUMISAR BTPJ PASARIBU. "EFEKTIVITAS PEMBELAJARAN PETA KONSEP DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI KESEBANGUNAN DAN KEKONGRUENAN DITINJAU DARI KREATIVITAS." Jurnal Ilmu Pendidikan Indonesia 9, no. 1 (2021): 34–43. http://dx.doi.org/10.31957/jipi.v9i1.1560.

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The purpose of this study was to determine whether the mathematics learning outcomes on the congruence and congruence material taught by concept maps were better than students taught by conventional methods. The variables in this study were two independent variables (1) learning methods, and (2) students' creativity and one dependent variable, namely mathematics learning outcomes. The sample in this study were students of class IX B and IX E SMP Negeri 2 Abepura Jayapura. Data collection methods used in this study are: documentation, questionnaires and test methods. Questionnaires and tests us

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Kim, Dong-Joong, Sung-Chul Bae, Sang-Ho Choi, Hee-Jeong Kim, and Woong Lim. "Creative Character Education in Mathematics for Prospective Teachers." Sustainability 11, no. 6 (2019): 1730. http://dx.doi.org/10.3390/su11061730.

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This study examines preservice teachers’ perspectives of creativity and character education in mathematics through a university-based teacher education program. We developed a curricular unit on creative character education in a mathematics methods course and investigated participants’ (n = 56) emerging perspectives of teaching creativity and character by the integration of content and process in mathematics. Data were collected through pre- and post-questionnaires and transcribed course discussion and presentation sessions. A quantitative analysis of the questionnaires through a t-test confir

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Nadirova, Zoyira. "INTUITION AND SYNERGETICS IN THE WORLD OF MATHEMATICS." Scientific Reports of Bukhara State University 5, no. 4 (2021): 18–28. http://dx.doi.org/10.52297/2181-1466/2021/5/4/2.

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Introduction.Today, the development of science, the need to develop a culture of philosophical thinking require further expansion and strengthening of human knowledge, a comprehensive study of events and phenomena taking place in the world, the formation of scientific knowledge about the future of humanity on this basis, as well as the formation of a new approach to the problem of scientific creativity. This, in turn, determines the need for a scientific and philosophical study of the mechanisms of scientific creativity, i.e. intuition, a theoretical justification of its place in scientific kn

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Sofwan, Tb. "The Quantum Learning Model's View of Mathematical Logical Intelligence from the Point of View of Creativity in Mathematics Learning." ASM Science Journal 20, no. 1 (2025): 1–16. https://doi.org/10.32802/asmscj.2025.1862.

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Intelligence is highly important to observe as it will impact students' thinking processes. Additionally, the thinking process can be further elevated through collaboration with creativity. The research aims to conduct an analysis of the levels of logical-mathematical intelligence and creativity through the quantum learning model, conduct an analysis of mathematical logical intelligence and creativity through the quantum learning instructional model and to analyse the effectiveness of the quantum learning model in terms of mathematical logical intelligence viewed from the perspective of creati

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