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Creativity is finding a new way within a given frame and it is the ability to connect between segments of information, materials and experience, which exists in their own right, or were previously connected with different patterns. The current research engaged in solving problems that can be resolved in various ways or that they have several solutions, by excelling students and this in order to measure the level of mathematical creativity related to solving mathematical problems, by measuring the three elements of mathematical creativity: flexibility (multiple solutions), fluency (time needed to solve the problem), innovation (originality of ideas). It is important to emphasize that the way of solving tasks by using as many ways as possible, considered to be as one of the most efficient ways to the discovering and development of mathematical creativity. In the current research, 24 8th grade pupils from several schools have participated, every student received three diverse mathematical problems and was requested to suggest and raise as many solutions or ways to solve as possible for each problem without teacher intervention, while measuring the required time to solve every problem separately for every student by a stopwatch. Additionally, a semi-structured interview was held with each student separately regarding his or her approach to each problem, the interview focused on identifying the mathematical language, in the process of resolving and in the exposure of the pupil’s mathematical thinking process until he or she reached the solution. The research findings indicate that there are differences between the pupils regarding flexibility, as multiple solutions were suggested by the pupils for each problem individually. Differences were also found in the level of innovation among the pupils, hence original solutions and new ideas to solve problems have been received. Moreover, a difference in fluency has been found so that pupils solved in a different time rates, this is despite the fact that all pupils have a very high level of achievement.
Universal Journal of Educational Research
How the Novelty of Students' Answers in Solving Mathematical ProblemsThe impact of giving a thinking freedom opportunity is the diversity of students' answers in solving mathematical problems. The smaller the similarity of students' answers compared to all the answers of students in a class, it means that they have higher creative thinking abilities than other students. It is based on a unique answer compared to the others or in other words it has a higher novelty value than the other answers. The objective of this study was to describe the attainment of the novelty of students' answers in solving mathematical problems. The measurement of novelty of students' answers was carried out on 1,002 students from six junior high schools in Indonesia who had different levels of student's input. The scoring system on the response to the completion of multiple solution tasks was by using the four categories of polytomous in which it is based on the Partial Credit Model (PCM). The data were analyzed by using Quest and Parscale program. The result of this study showed that the students have good skills in solving mathematical problems with new ideas on several items. The items referred to some abilities, such as resolving algebra problems involving money operations, designing a flat shape that has specific characteristics, arranging numbers based on certain patterns, and arranging numbers based on certain patterns. The novelty of this research is that this study considers every answer from students or provides a thinking freedom opportunity for students so that mathematical problems are not absolutely solved with one answer.
Education Quarterly Reviews
Students' Skills In Solving Non-Routine Mathematical ProblemsMental skills are required for individuals to think quickly and make correct decisions. It can be said that mental skills, which play an important role in the acquisition of thinking and questioning skills, are only possible with creative, critical, and other high-level thinking skills. In this regard, the PISA exam, which reveals the mathematics achievement levels of countries, is important. Due to the absence of such an exam in the Turkish Republic of Northern Cyprus (TRNC), the descriptive scanning method, one of the quantitative research methods, was used in order to determine the effects on students' abilities in solving non-routine mathematical problems with the methods applied in the mathematics course. Based on this research conducted to determine the skills of 9th-grade high school students in solving non-routine mathematical problems, the mathematics achievement levels of the schools that accept students with special exams in the TRNC have been revealed.
Comparing expert and novice performance is a fruitful approach in research on mathematical problem solving, but is there something like expertise in children aged 10 – 12? The problem solving processes of 10 “pupil experts” (successful participants of mathematical competitions) are compared to those of 45 “novices” (regular pupils). The “experts” show superior performance in all of the three tasks that were chosen for this study as well as higher “mental flexibility” in executing the processes which seems to distinguish them from the novices beyond advance in practice.
The annual research report
Students’ Creativity In Solving Geometry Problems2018 •
The purpose of this study is to describe leveling of students’ creativity in solving geometry problems based on their academic achievements. The indicator of creativity used are fluency, flexibility and novelty meanwhile there are five stages of creativity in mathematics problem solving as proposed by Siswono (2011). It is a descriptive research using qualitative approach. The subject of the research is three students in the first semester of Mathematics Department of University of Muhammadiyah Gresik. We categorized the students based on their mathematics achievement at the first competences, after that we took a student from each level based on their willingness and their ability in communication. Data collections used were documentation, observation and written test. From the data analysis we conclude that Subject S1 (High Achiever) lied in two different levels of creativity. On geometry problems in daily life, her creativity level is at the 3rd levels (creative) and in the probl...
International Electronic Journal of Mathematics Education
Analysis of Students’ Creative Thinking in Solving Arithmetic Problems2018 •
International Journal of Educational Science and Research
Students\' Difficulties in Solving Mathematical Problems2018 •
2020 •
International Journal of Multicultural and Multireligious Understanding
Analysis of Mathematic Creative Thinking Ability of 10th Grade High School Students About Solution Mathematics Problems2020 •
The ability to think creatively is an important component needed in the 21 st century. Creative thinking is a person's ability to produce various ideas or concept and or new alternative solutions in solving a problem. Three important aspects of creative thinking are fluency, flexibility, and novelty. Teachers have an important role in preparing creative students, but there are still many teachers who do not understand what abilities students already have and how they should be treated. This research is a qualitative research about the level of mathematical creative thinking ability of 10th grade high school students in solving mathematical problems. This study uses purposive sampling techniques and triangulation methods. The research subjects are 62 students of 10 th grade of high school. The data are collected using test and interview guidelines. The results showed that the level of mathematical creative thinking ability of 10th grade high school students was still low. A total...
Philippine Normal Lights
Mathematical Creativity in Solving Non-Routine Problems. The Normal Lights2019 •
The study used the descriptive design to explore the students' mathematical creativity in terms of fluency, flexibility and originality in solving six non-routine problems. Thirty (30) participants chosen using stratified sampling from 123 Grade 10 students, were asked to solve six non-routine problems. In each of the three sessions, two problems were answered by them, after which they were asked to write a journal about their experiences in solving a problem and then they were interviewed. Solutions of the participants which succeeded by an interview that were interpreted using validated rubrics described their mathematical creativity in terms of fluency, flexibility and originality. Results show that students may be described as "moderately creative" in all three components fluency, flexibility, originality. Likewise, the overall level of mathematical creativity in solving non-routine problems is moderately creative. Consequently, the researchers derived pedagogical implications to improve the mathematical creativity of students.
Jurnal SISKOM-KB (Sistem Komputer dan Kecerdasan Buatan)
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