Abstract
This study explores eighth-grade students’ creative thinking skills in the three mathematical processes: formulate, employ, and interpret mathematics in PISA’s mathematical literacy framework. Questionnaires capturing the fluency, flexibility, and originality indicators of creative thinking were developed and randomly distributed to 225 students in four regular schools in Taiwan. Inductive analysis was conducted to gain several categories with each several patterns of the responses. Coding rubric was developed. The results show that Taiwanese students performed well in fluency and flexibility in the formulate process but showed only moderate flexibility in the employ process. The research team was surprised as many students' creative answers surpassed expectations.
| Original language | English |
|---|---|
| Pages (from-to) | 217-224 |
| Number of pages | 8 |
| Journal | Proceedings of the International Group for the Psychology of Mathematics Education |
| Volume | 4 |
| Publication status | Published - 2024 |
| Event | 47th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2024 - Auckland, New Zealand Duration: 2024 Jul 17 → 2024 Jul 21 |
ASJC Scopus subject areas
- Mathematics (miscellaneous)
- Developmental and Educational Psychology
- Experimental and Cognitive Psychology
- Education