A study on the effectiveness of mathematics education based on multiple solution tasks in the development of creative thinking and achievement in mathematics for secondary school students

Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogical

masomeh moazenzadeh ^{1 *} , namat mosapour ² , sadegh nasri ³ , maryam safarnavadeh ⁴

1 -
2 -
3 -
4 - دبیرخانه شورای آموزش دندانپزشکی و تخصصی معاونت آموزش وزارت بهداشت، درمان و آموزش پزشکی

Received: 2024-03-18 Accepted : 2024-09-09 Published : 2024-10-12

Keywords: Multiple solution tasks, Academic achievement, Creativity, Creative thinking, Mathematics education,

Abstract :

The purpose of this study was to investigate the effectiveness of mathematics education based on multiple solution tasks in the development of creative thinking and mathematics achievement for secondary school students. The research method was quasi-experimental with pre-test and post-test with the control group. The statistical population included 40 first-year high school students trained in multiple solution tasks in Bandar Abbas city. They were randomly assigned to the experimental and control groups equally. The research instruments were the Academic Achievement and Mathematics diagnostic test and the Creativity Questionnaire. After the pre-test, the research tool was performed on both groups (experiment and control), then the independent variable (training package of multiple solution tasks) was performed on the experimental group in 8 sessions of 45 minutes, the control group did not receive any training. Then, in the post-test stage, the research tool was performed again on both groups. For data analysis, means comparison test and intergroup analysis of covariance test were used. The results showed that there was a significant difference between the post-test and pre-test scores of the experimental group compared to the control group. While confirming the main hypothesis of the research, the results revealed that mathematics education based on multiple solution tasks had an effect on students' creativity and mathematics achievement.

References:

احمدی، غلامعلی، ریحانی، ابراهیم، نخستین روحی، ندا. (1394). تأثیر آموزش مبتنی بر گفتمان ریاضی بر توانایی استدلال ریاضی دانش‌آموزان دوره‌ی متوسطه. روان‌شناسی مدرسه، 4(1)، 22-37.
اسکندری، مجتبی (1392). بررسی تأثیر پرورش مهارت‌های طرح مسئله ریاضی بر توانایی حل مسئله دانش‌آموزان مقطع راهنمایی. پایان‌نامه کارشناسی ارشد آموزش ریاضی، تهران: دانشگاه تربیت دبیر شهید رجایی، دانشکده علوم پایه.
حکیم زاده، رضوان (1399) واقعیت‌هایی که تیمز ۲۰۱۹ برای ایران فاش کرد. خبرگزاری تسنیم، 18 بهمن 1399.
رحیمی، زهرا (1395) طراحی الگوی تدریس مبتنی بر راه‌حل‌های چندگانه، برای تحقق تفکر ریاضی‌وار در دانش‌آموزان دوره‌ی‌ متوسطه‌. رساله دکتری علوم تربیتی، دانشگاه تربیت مدرس، دانشکده علوم انسانی.
ریحانی، ابراهیم (1399) مروری بر ساختارها و رویکردهای آموزشی کتاب‌های ریاضی ایران. وبینار ابراهیم ریحانی، دانشگاه تربیت دبیر رجائی.
ریحانی، ابراهیم؛ بخشعلی‌زاده، شهرناز و اسکندری، مجتبی. (1393). بررسی عملکرد دانش‌آموزان سال سوم راهنمایی در موقعیت‌های طرح ‌مسئله ریاضی. مجله مطالعات آموزش و یادگیری، 6 (1)، 93-67.‎
عزیزی محمودآباد، مهران، لیاقتدار، محمدجواد، عریضی، حمیدرضا. (1398). بررسی اثربخشی آموزش بازنمایی‌های تصویری بر توانایی حل مسائل کلامی ریاضی دانش‌آموزان. پژوهش‌های برنامه درسی، 9(2)، 200-224.
محرابی، مجتبی (1391) تأثیر روش تدریس فعال (حل مسئله) بر خلاقیت و پیشرفت تحصیلی درس ریاضی دانش‌آموزان پسر پایه اول راهنمایی شهرستان اقلید سال تحصیلی 91-90. پایان‌نامه کارشناسی ارشد، دانشگاه آزاد اسلامی ‌واحد مرودشت، دانشکده علوم تربیتی و روانشناسی.

Apino، E. & Retnawati، H. (2017). Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students. Journal of Physics: onference Series، 812، 012100.
Ardiansyah، A. S. & Asikin، M. (2020). Challenging students to improve their mathematical creativity in solving multiple solution task on challenge based learning class. In Journal of Physics: Conference Series (Vol. 1567، No. 2، p. 022088). IOP Publishing.
Bicer، A. (2021). 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(2)، 252–28
Bicer، A. Chamberlin، S. & Perihan، C. (2021). A Meta‐Analysis of the Relationship between Mathematics Achievement and Creativity. The Journal of Creative Behavior، 55(3)، 569-590.
Boaler، J. (2016). Mathematical mindsets: Unleashing students' potential through creative math، inspiring messages and innovative teaching. John Wiley & Sons.
Chamberlin، S. A. & Moon، S. M. (2005). Model-eliciting activities as tool to develop and identify creativity gifted mathematicians. Journal of Secondary Gifted Education، 17(1)، 37–47.
Christison، A. (2019). A look back: the International Mathematics Olympiad، 1959. Learning and Teaching Mathematics، 2019(27)، 26-29.
Daher، W. Tabaja-Kidan، A. & Gierdien، F. (2017). Educating Grade 6 students for higher-order thinking and its influence on creativity. Pythagoras، 38(1)، 1-12.
De Villiers، M. (2017). A multiple solution task: another SA Mathematics Olympiad problem. Learning and Teaching Mathematics، 2017(22)، 42-46.
Gruntowicz، B. (2020). Mathematical Creativity and Problem Solving. (Masters Thesis). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/11562
Guilford، J. P. (1987). Creativity research: Past، present and future. Frontiers of creativity research: Beyond the basics، 33-65.
Haavold، P. O. & Birkeland، A. (2017). Contradictory concepts of creativity in mathematics teacher education. In R. A. Beghetto & B. Sriraman (Eds.)، Creative contradictions in education. Cross disciplinary paradoxes and perspectives (pp. 181–200). Cham، SL: Springer.
Karwowski، M. Jankowska، D. M. Brzeski، A. Czerwonka، M. Gajda، A. Lebuda، I. & Beghetto، R. A. (2020). Delving into creativity and learning. Creativity Research Journal، 32(1)، 4-16.
Leikin، R. (2018). Leikin، R. (2018). Openness and constraints associated with creativity-directed activities in mathematics for all students. In Broadening the scope of research on mathematical problem solving (pp.387–397). Cham، Switzerland: Springer.
Leikin، R. (2020). Characterization of mathematics teacher educators’ knowledge in terms of teachers’ professional potential and challenging content mathematics teachers. In M. Goose & K. Beswick (Eds). The learning and development of mathematics teacher educators: International perspectives and challenges.Springer.
Leikin، R. & Sriraman، B. (2017). Introduction to interdisciplinary perspectives to creativity and giftedness. In R. Leikin & B. Sriraman (Eds.)، Advances in mathematics education. Creativity and giftedness: Interdisciplinary perspectives from mathematics and beyond (pp. 1–3). Springer International Publishing.
Mahlaba، S. C. (2020). The State of South African Mathematics Education: Situating the Hidden Promise of Multiple-solution Tasks. EURASIA Journal of Mathematics، Science and Technology Education، 16(12)، em1921.
Mann، E. L. (2020). Mathematics. In M. Runco & S. Pritzker (Eds.)، Encyclopedia of creativity (3rd ed. Vol. 2، pp. 80-85). Elsevier، Academic Press.
National Council of Teachers of Mathematics. (2019). Catalyzing change in high school mathematics: Initiating critical conversations.
National Council of Teachers of Mathematics. (2020a). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations.
National Council of Teachers of Mathematics. (2020b). Catalyzing change in middle school mathematics: Initiating critical conversations.
Ni، Y. Zhou، D. R. Cai، J. Li، X. Li، Q. & Sun، I. X. (2018). Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand. The Journal of Educational Research، 111(6)، 704-719.
Parrish، C. W. & Bryd، K. O. (2022). Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation. International Electronic Journal of Mathematics Education، 17(1)، em0671.
Pillay، P. (2017). A multiple solution problem. Learning & Teaching Mathematics، 23، 32-37.
Pitta-Pantazi، D. Kattou، M. & Christou، C. (2018). Mathematical creativity: Product، person، process and press. In F. M. Singer (Ed.)، ICME-13 monographs. Mathematical creativity and mathematical giftedness: Enhancing creative capacities in mathematically promising students (pp. 27–53).
Samson، D. (2017). Euclidean geometry - Nurturing multiple solutions. Learning & Teaching Mathematics، 23، 15-18.
Samson، D. & Kroon، S. (2019). A multiple solution task. Learning and Teaching Mathematics، 2019(26)، 7-11.
Schindler، M. & Lilienthal، A. J. (2020). Students’ creative process in mathematics: insights from eye-tracking-stimulated recall interview on students’ work on multiple solution tasks. International Journal of Science and Mathematics Education، 18(8)، 1565-1586.
Schindler، M. Joklitschke، J. & Rott، B. (2018). Mathematical creativity and its subdomain-specificity. Investigating the appropriateness of solutions in multiple solution tasks. In M.F. Singer (Ed.)، Mathematical creativity and mathematical giftedness. Enhancing creative capacities in mathematically promising students (pp. 115–142). New York: Springer.
Schoevers، E. M. Kroesbergen، E. H. & Kattou، M. (2020). Mathematical creativity: A combination of domain‐general creative and domain‐specific mathematical skills. The Journal of Creative Behavior، 54(2)، 242-252.
Simmons، R. & Thompson، R. (2008). Creativity and performativity: The case of further education. British Educational Research Journal، 34(5)، 601-618.
Singer، M. F. (2018). Enhancing creative capacities in mathematically-promising students. Challenges and limits. In M. F. Singer (Ed.)، Mathematical creativity and mathematical giftedness. Enhancing creative capacities in mathematically promising students (pp. 1–23). New York: Springer.
Zenasni، F. Mourgues، C. Nelson، J. Muter، C. & Myszkowski، N. (2016). How does creative giftedness differ from academic giftedness? A multidimensional conception. Learning and Individual Differences، 52، 216-223.