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Pre-service teachers’ preparations for designing and implementing creativity-directed mathematical tasks and instructional practices

Pre-service teachers’ preparations for designing and implementing creativity-directed... The purpose of this study is to observe the changes on pre-service teachers’ cognitive (i.e. fluency, flexibility, and originality) and affective outcomes (e.g. perceptions towards creativity-directed tasks, beliefs about the nature of mathematics) related to mathematical creativity after they participated in a creativity-focused mathematics method course. The pre-service teachers (n = 40) were randomly assigned into two groups as the intervention (n = 21) and the control (n = 19). The results revealed that the pre-service teachers who received the intervention developed all of the cognitive and affective outcomes more than the pre-service teachers in the control group (p < .05). The implication of these findings is that integrating creativity-directed tasks into mathematics education college courses can better equip pre-service teachers to develop mathematical creative abilities in their future students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mathematics Education Research Journal Springer Journals

Pre-service teachers’ preparations for designing and implementing creativity-directed mathematical tasks and instructional practices

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References (76)

Publisher
Springer Journals
Copyright
Copyright © Mathematics Education Research Group of Australasia, Inc. 2022
ISSN
1033-2170
eISSN
2211-050X
DOI
10.1007/s13394-022-00409-x
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study is to observe the changes on pre-service teachers’ cognitive (i.e. fluency, flexibility, and originality) and affective outcomes (e.g. perceptions towards creativity-directed tasks, beliefs about the nature of mathematics) related to mathematical creativity after they participated in a creativity-focused mathematics method course. The pre-service teachers (n = 40) were randomly assigned into two groups as the intervention (n = 21) and the control (n = 19). The results revealed that the pre-service teachers who received the intervention developed all of the cognitive and affective outcomes more than the pre-service teachers in the control group (p < .05). The implication of these findings is that integrating creativity-directed tasks into mathematics education college courses can better equip pre-service teachers to develop mathematical creative abilities in their future students.

Journal

Mathematics Education Research JournalSpringer Journals

Published: Sep 1, 2022

Keywords: Mathematical creativity; Pre-service teachers; Mathematical creativity; Perceptions towards mathematical creativity; Creativity in mathematics

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