The effect of teaching based on the open-ended problem posing, on the mathematical creativity of the tenth-grade students of gifted students
Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogical
Majid Yousefi
1
,
Ebrahim Reyhani
2
*
,
محمد حسن بهزادی
3
1 - Islamic Azad University Science and Research Branch
2 - Associate Professor in Mathematics EducationFaculty member at Shahid Rajaee Teacher Training University, Tehran, Iran
3 - عضو هیات علمی دانشگاه آزاد اسلامی
Keywords: Mathematical creativity, tenth-grade grade students, problem posing, open-ended problem.,
Abstract :
The main purpose of this research is to investigate the effect of teaching based on the open-ended problem posing, on the mathematical creativity of the tenth-grade gifted students in structured situations. The method of this study was the survey method. The available sample of the present study was 33 students of the 10th grade of gifted students in Varamin, Qarchak and Pakdasht cities in the southeast of Tehran province in the academic year of 2020-2021, who were selected by purposeful and random sampling. To collect the data of the current research, a researcher-made test was used, including two questions of answering the problem in structured situations (Stoyanova and Allerton). The validity of the test was confirmed by mathematics education professors and experienced mathematics teachers. The Cronbach's alpha coefficient of the test questions was calculated as 0.83 and 0.90, which indicated a good situation regarding the reliability of the test. After holding two introduction sessions of "problem posing process" and " open-ended problems", and holding seven training sessions of " open-ended problem posing ", based on the six innovation ideas in Vistro-U's problem posing (2009), the test was conducted in structured situations. The results showed that the mathematical creativity score of the students under the mentioned training has been accompanied by a significant increase.
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