• Research in Mathematical Education
• /
• v.15 no.2
• /
• pp.181-196
• /
• 2011

In mathematical modeling tasks, where students are exposed to model-eliciting for real and open problems, students are supposed to formulate and use a variety of mathematical skills and tools at hand to achieve feasible and meaningful solutions using appropriate problem solving strategies. In contrast to problem solving activities in conventional math classes, math modeling tasks call for varieties of mathematical ability including mathematical creativity. Mathematical creativity encompasses complex and compound traits. Many researchers suggest the exhaustive list of criterions of mathematical creativity. With regard to the research considering the possibility of enhancing creativity via math modeling instruction, a quantitative scheme to scale and calibrate the creativity was investigated and the assessment of math modeling activity was suggested for practical purposes.

• Journal of Gifted/Talented Education
• /
• v.24 no.6
• /
• pp.1053-1071
• /
• 2014

Problem posing is used to develop the creativity program and adaption for the gifted, and to screen the gifted students in the selection process. However existing creativity assessment factors(fluence, flexibility, originality) has been recognized to have it's limitation to assess the mathematical creativity. To improve the creativity assessment, we propose new set of assessment factors for mathematical creativity test through problem posing. For this study, we let 19 mathematically gifted students to pose two good mathematical problems for a limited time after solving a certain problem so called a reference problem. A week late, we let the subjects, pre-service teachers, and experts to evaluate the problems posed by the subjects, and leave the reasons for evaluating highest mark and lowest mark. With this date, we propose fluence, flexibility, originality, anti-similarity, complexity, elaboration as the set of mathematics creativity assessment factors.

• Communications of Mathematical Education
• /
• v.21 no.2 s.30
• /
• pp.271-282
• /
• 2007

Producing tools for actively meeting social needs in a radical changing society due to the development of modern technology has been shifted from physical ability to intelligent ability. The prominence of educating creativity is perceived as a good preparation in order to deal with them. Considered that assessment which is systematic activity to collect, analyze, diagnose, and judge information of a series of instruction practices is means to impart evidence and feedback of teaching learning practices, education and assessment is placed on reciprocal relationship. Nevertheless, there has been some tendency of neglect of assessment, comparing education for upbringing creativity. In this paper model of pencil and paper problem is discussed focusing on the sub-components of creativity and problem solving as one of the variety of means to extend mathematical creativity.

• Education of Primary School Mathematics
• /
• v.5 no.2
• /
• pp.71-94
• /
• 2001

The purposes of this study were to design small group collaborative learning models for developing the creativity and to analyze the effects on applying the models in mathematics teaching and loaming. The meaning of open education in mathematics learning, the relation of creativity and inquiry learning, the relation of small group collaborative learning and creativity, and the relation of assessment and creativity were reviewed. And to investigate the relation small group collaborative learning and creativity, we developed three types of small group collaborative learning model- inquiry model, situation model, tradition model, and then conducted in elementary school and middle school. As a conclusion, this study suggested; (1) Small group collaborative learning can be conducted when the teacher understands the small group collaborative learning practice in the mathematics classroom and have desirable belief about mathematics instruction. (2) Students' mathematical anxiety can be reduced and students' involvement in mathematics learning can be facilitated, when mathematical tasks are provided through inquiry model and situation model. (3) Students' mathematical creativity can be enhanced when the teacher make classroom culture that students' thinking is valued and teacher's authority is reduced. (4) To develop students' mathematical creativity, the interaction between students in small group should be encouraged, and assessment of creativity development should be conduced systematically and continuously.

• Journal of Elementary Mathematics Education in Korea
• /
• v.17 no.3
• /
• pp.503-522
• /
• 2013

In the 2009 new curriculum reform, where creativity is the key point, assessment methods for mathematical creativity is recommended. However, lessons for creativity are not carried out well in mathematics classes. One of the reasons for this is the lack of assessment methods for student's creativity and specific instructions on how teachers should evaluate their students using a written test. Therefore, in this paper, we propose a simple way to evaluate student's creativity by differentiating the student's solutions of the posed problems. For validation of the proposed method, we identified the properties of excellent problem solutions cited by both the students group and teachers group. A chi-square test was then carried out to compare any differences in frequency that each of the groups chose as an excellent solution as a result of the student's problem solving

• Education of Primary School Mathematics
• /
• v.14 no.2
• /
• pp.117-134
• /
• 2011

The purpose of this research was to analyze mathematical task types to enhance creativity. Creativity is increasingly important in every field of disciplines and industries. To be excel in the 21st century, students need to have habits to think creatively in mathematics learning. The method of the research was to collect the previous research and papers concerning creativity and mathematics. To search the materials, the researcher used the search engines such as the GIL and the KISTI. The mathematical task types to enhance creativity were categorized 16 different types according to their forms and characteristics. The types of tasks include (1) requiring various strategies, (2) requiring preferences on strategies, (3) making word problems, (4) making parallel problems, (5) requiring transforming problems, (6) finding patterns and making generalization, (7) using open-ended problems, (8) asking intuition for final answers, (9) asking patterns and generalization (10) requiring role plays, (11) using literature, (12) using mathematical puzzles and games, (13) using various materials, (14) breaking patterned thinking, (15) integrating among disciplines, and (16) encouraging to change our lives. To enhance students' creativity in mathematics teaching and learning, the researcher recommended the followings: reshaping perspectives toward teaching and learning, developing and providing creativity-rich tasks, applying every day life, using open-ended tasks, using various types of tasks, having assessment ability, changing assessment system, and showing and doing creative thinking and behaviors of teachers and parents.

• Communications of Mathematical Education
• /
• v.24 no.2
• /
• pp.301-323
• /
• 2010

This study was to find the direction to assessment of school mathematics in accordance with 2009 reformed curriculum. As new trends in the latest reformed 2009 curriculum, creativity, multicultural education, and mathematics disposition were focused. In creativity, more items should be developed for enhancing students' ability in areas of fluency, elaborateness, and originality, besides flexibility which was mostly dealt in the formal assessments that have been done previously in school. In multicultural education. purposeful bilingual programs should be developed in mathematics education to improve not only students' language skill, but also mathematical ability. In mathematical disposition, various questionnaires including checklists along with clinical interview should be provided to evaluate students' on-going process of mathematical learning.

• Journal of Gifted/Talented Education
• /
• v.24 no.6
• /
• pp.897-916
• /
• 2014

In this study, we presented a teaching-learning method that can apply process-focused assessment for mathematical creativity of problem solving process of the gifted student, By necessity of appropriate teaching-learning program development to the level and ability of students who belong to high school gifted classes and courses evaluation for students who participated in education programs for the gifted. In the construction implementation process of students utilizing a kind of teaching-learning software, GeoGebra. We analyzed process of a variety of creative constructing figures using interfaces of GeoGebra and algebraic calculation. Utilizing 'Construction Protocol' and 'Navigation Bar' of GeoGebra, We identified computer languages, construction order, run times used in construction process of individual student and found mathematical creativity of students in the process. Comparing this result with prerequisite learning degree of individual student, We verified that this teaching-learning method can apply at the high school gifted classes as well as institutes for the gifted education in the city office.

• The Mathematical Education
• /
• v.46 no.2 s.117
• /
• pp.227-237
• /
• 2007

This research analyzes students' response types in the creativity assessment by using pattern block, geoboard, and pantomino. 74 students from third grade to sixth grade participated in this research. 15 minutes were given to pattern block and geoboard questions. 74 students showed 393 answers in pattern block question and 590 answers in geoboard question. In pantomino, 20 minutes were given and 54 students showed 443 types of answers. The results are as follows: First, in the students' responses, tendency of using particular piece or figure, which presents conjoining in a piece selection and positioning, showed strongly. For example, usage of hexagon and trapezoid pieces were higer in pattern block and usage of L, P, and I pieces were higer in pentomino. Second, it is confirmed that creativity's subordinate factors, fluency, flexibility, and originality, are separate from each other. To illustrate, in pattern block, three students', who showed 11 types of responses in fluency, flexibility responses were each 5, 6, and 8 types. Specially, among those studenys, only one could achieve a point in originality. Third, students' response types categorized in this research could be used for a bae-data to mark grades on originality.

• East Asian mathematical journal
• /
• v.35 no.4
• /
• pp.387-406
• /
• 2019

The Korea Foundation for the Advancement of Science and Creativity(KOFAC) developed AlgeoMath, a dynamic geometry software, with support from the Ministry of Education and 17 municipal and provincial education offices. Starting Nov. 7, 2018, AlgeoMath can be used for free by anyone. This study summarizes various discussions on the future direction of math education. The four aspects of the curriculum, textbook, teaching and learning, and assessment were explored on how AlgeoMath could contribute in realizing the future direction of math education. We confirmed that AlgeoMath can faithfully fulfill its role as a tool for changing math education, and we looked at what should be emphasized more and what should be complemented.