• Communications of Mathematical Education
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• v.23 no.3
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• pp.803-822
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• 2009

Creativity is emerging as one of the key components in every areas. In mathematics education, creativity or mathematical creativity is emphasized even though the definition of the term is inconsistence among every research. The purpose of this research was to identify the nature of mathematical creativity and provide the ways of strengthening it in the mathematics classroom. For this, students' mathematical strategies and problems in the elementary mathematics textbook were analyzed. The results showed that mathematically gifted students used a limited strategies and the problems in the textbooks were too simple to stimulate students' mathematical creativity. For the enhancement of students' mathematical creativity, we need to develop mathematically rich tasks and refine teacher education programs.

• Research in Mathematical Education
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• v.8 no.3
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• pp.183-202
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• 2004

The former study results demonstrate that differences between people of creativity and non-creativity lie in differences of the self-efficacies rather than those of cognitive aspects and a man of higher self-efficacy has a tendency to set up a higher goal of achievement and higher self-efficacy influences his or her achievement results as well (Zimmerman & Bandura 1994). Using the method of mathematical creative responses of open-ended approach (Lee, Hwang & Seo 2003), difference of mathematical self-efficacies has been surveyed in the study. Results of the survey showed that some students of a high mathematical self-efficacy even had bad marks in the originality or creativity but, in some cases, some students of a low mathematical self-efficacy rather had good marks in the fluency. Therefore, the response results mathematical creativity ability may be a special ability and not just a combination of self-efficacy ability. The fluency of the mathematical creative ability may be a combination of mathematical motivation ability that have been surveyed in the study suggest that not only cognitive components but also social and emotional components should be included in a development process of new creative method for teaching and learning mathematics.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.197-215
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• 2012

The purpose of this study was to analyze the research trends of 114 papers about mathematical creativity published in domestic journals from 1997 to 2011 with regard to the years, objects, subjects, and methods of such research. The research of mathematical creativity education has been studied since 2000. The frequent objects in the research were non-human, middle and high school students, elementary students, gifted students, teachers (in-service and pre-service), and kindergarteners in order. The research on the teaching methods of mathematical creativity, the general study of mathematical creativity, or the measurement and the evaluation of mathematical creativity was active, whereas that of dealing with curricula and textbooks was rare. The qualitative research method was more frequently used than the quantitative research one. The mixed research method was hardly used. On the basis of these results, this paper shows how mathematical creativity was studied until now and gives some implications for the future research direction in mathematical creativity.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.747-761
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• 2016

The purpose of this research is to study the perception of mathematical creativity through gifted elementary mathematics students. The analysis on perception for mathematical creativity was done by testing 200 elementary school students in grades 4, 5, and 6 who are receiving gifted education in elementary mathematics gifted class operated by ${\bigcirc}{\bigcirc}$ City Dept of Education through the questionnaire that was developed based on Rhodes' 4P theory. This survey asked them to name what they think is the most creative from educational programs they have as far received. Then we analyzed the reason for the students' choice of the creativity program and interviewed the teachers who had conducted chosen program. As a result of analyzing the data, these students chose as mathematical creativity primarily creative problem solving, task commitment, and interest in mathematics in such order. This result is explained through analyzing the questionnaire that was based on Rhodes' 4P theory on areas of process, product and press. The perception of mathematical creativity by the gifted mathematical students not only helps to clarify the concept of mathematical creativity but also has implication for future development for gifted education program.

• Journal of the Korean School Mathematics Society
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• v.8 no.3
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• pp.327-341
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• 2005

Mathematical creativity should be assessed base on the general creativity considering the features of mathematics. In researching of the assessment of mathematical creativity, the direction should be matched with this view. In this paper, we focus on the creative thinking as cognitive aspect and the creative attitude as dispositional aspect in mathematics. And we have reviewed the various researches and have suggested the frame of the assessment of mathematical creativity.

• School Mathematics
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• v.15 no.3
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• pp.551-568
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• 2013

The purpose of this study is to verify the research trends on 101 articles about mathematical creativity published in domestic journals. The analysis criteria are as follows: (1)What kind of terms the articles use to refer to the creativity in mathematics education, (2)Whether the researchers conceptualize such the terms or not, (3)Whether the definitions are domain-specific or not, (4)What perspectives, categories and levels of the articles have on creativity. The results of this study show the following. First, numerous articles used 'mathematical creativity' in order to point to the creativity in mathematics education. Second, among the 101 selected articles, 60 (59.4%) provided an explicit definition of the mathematical creativity and 19(18.8%) provided an implicit definition. Among the 79 articles, only 43(54.4%) provided domain-specific definitions. Second, the percentage of articles preferring one perspective over the other 3 perspectives were similar. Third, the rate of articles which focused on press(environment) of all categories (person, process, product, press) was low. Fourth, regarding the levels of creativity, most articles were done on little-c creativity level, on the other hand, the articles having an interest in mini-creativity were very rare. Based on these results, necessities of explicit and domestic-specific definition, whole approach of mathematical creativity, and articles focusing on the mini-creativity level should be reported.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.133-161
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• 2019

In this paper, we analyzed the case of supporting the mathematical modeling activities through the group creativity in everyday class of 9th grade. The details are as follows. First, through the theoretical review, the meaning of group creativity according to sociocultural perspective and the sociocultural characteristics of mathematical modeling were confirmed. Second, we experimented in a classroom consisting of 5 groups of 4 students, and conducted a case study focusing on a well developed group of group creativity. The results are as follows. First, group creativity with various types of interaction and creativity synergy was observed at each stage of mathematical modeling. According to the stag e of mathematical modeling and the type of interaction, different creative synergy was developed. Second, the developed group creativity supported each step of mathematical modeling. According to the stage of mathematical modeling and the type of interaction, group creativity supported mathematical modeling activities in different directions.

• Education of Primary School Mathematics
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• v.5 no.2
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• pp.71-94
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• 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
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• v.14 no.1
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• pp.23-41
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• 2010

This research applies the climbing learning method that, a Japanese professor, Saito Noboru established and practiced, to fourth and sixth graders in an elementary school in order to analyze its effect on mathematical creativity, attitude toward mathematical creativity, so called CAS(Creative Attitude Scale) and academic achievement of the subject. The goal is to explore methods that can enhance students' mathematical creativity. To address these tasks, the research developed a teaching-learning scheme and learning structure chart that applies the climbing learning method. Next, the research organized two homogeneous groups among 124 students in fourth and sixth grades in S elementary school, located in the city of Busan. The experiment group went through classes that applied climbing learning method, while the control group received regular teaching. The following describes the research findings. After the experiment, the research conducted t-test for the independent sample based on the test result in terms of mathematical creativity, CAS and academic achievement of the subject. For mathematical creativity, all four constructing factor showed statistically significant differences at significance level of 5%. For CAS, statistically significant difference was revealed at significance level of 0.1%. However, in regard to a test of academic achievement for fourth and sixth graders, statistically significant difference was not detected at significance level of 5% even though the average score of the students in the experiment group was higher by 6 points. The research drew the following conclusion. Firstly, classes that apply climbing learning method can be more effective than regular classes in enhancing mathematical creativity of elementary school students. Secondly, the climbing learning method has positive impact on inclination for mathematical creativity of elementary school students. The research suggests that the climbing learning method can be an effective teaching-learning tool to improve students' mathematical creativity and inclination for mathematical creativity.

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