What does it take to be original? An exploration of mathematical problem solving

IF 3.7 2区 教育学 Q1 Social Sciences Thinking Skills and Creativity Pub Date : 2024-07-20 DOI:10.1016/j.tsc.2024.101592
A Kadir Bahar , Iclal Can , C. June Maker
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Abstract

This study focused on original mathematical problem solving among elementary students. The purpose of this study was to investigate originality in the solving of mathematical problems in K-6 students. Guided by this purpose, we investigated to what extent scores on accuracy, fluency, and application of concepts predict originality in producing solutions to mathematical problems. The participants included 520 K-6 students who attended a public elementary school which was located in a multicultural metropolitan area of New South Wales, Australia. The DISCOVER Mathematics Assessment was used to assess the students’ problem solving skills. To answer our research question, we conducted binary logistic regression analysis to predict the relationship between the independent variables (accuracy, fluency, and application of concepts) and the predicted binary variable (originality in solutions to mathematical problems). The logistic regression model was statistically significant and explained 11.6% of the variance in producing original solutions and classified 91.3 % of cases correctly. The results of the binary logistic regression analysis showed that increases in accuracy and application of concept scores were associated with an increase in the odds of being able to produce original solutions in mathematical problem solving. Unlike accuracy and application of concepts, a change in fluency scores was not significantly associated with a change in the odds of being able to produce original solutions in mathematical problem solving. The findings of this domain specific research on originality provided insights for the notion of creativity in mathematical problem solving among K-6 students. We discussed the implications of our findings as well as our recommendations for research, practice and policy to develop students’ creative potential.

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原创需要什么?探索数学问题的解决之道
本研究的重点是小学生解决数学问题的独创性。本研究的目的是调查幼儿园六年级学生在解决数学问题时的独创性。在这一目的的指导下,我们调查了准确性、流畅性和概念应用方面的得分在多大程度上可以预测学生在解决数学问题时的原创性。研究对象包括 520 名就读于澳大利亚新南威尔士州多元文化都市区一所公立小学的六年级学生。我们使用 "DISCOVER 数学评估 "来评估学生解决问题的能力。为回答研究问题,我们进行了二元逻辑回归分析,以预测自变量(概念的准确性、流畅性和应用)与预测二元变量(数学问题解决方案的原创性)之间的关系。逻辑回归模型具有显著的统计学意义,解释了 11.6% 的原创性解题方法的差异,并对 91.3% 的案例进行了正确分类。二元逻辑回归分析的结果表明,概念的准确性和应用得分的提高与数学解题中能够提出独创性解法的几率的提高有关。与概念的准确性和应用不同,流畅性得分的变化与在数学问题解决中能够提出独创性解决方案的几率的变化并无明显关联。这项关于独创性的特定领域研究结果为幼儿园六年级学生数学解题中的创造性概念提供了启示。我们讨论了研究结果的意义,以及对开发学生创造潜能的研究、实践和政策的建议。
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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
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