Identifying a model for math students' creative activities
A qualitative study
DOI:
https://doi.org/10.22633/rpge.v26i00.17394Keywords:
Creative activities, Undergraduate students, Mathematics, Mathematical creativityAbstract
This study aims to examine the experience of creative activities of undergraduate students and identify a model for a better understanding of these activities. Data were collected using a qualitative approach using grounded theory (grounded theory or foundation data theory) and semi-structured in-depth interview tools. The statistical population consists of students studying mathematics at public universities in Russia. Thirteen math students participated voluntarily through purposive and theoretical sampling methods. Data were analyzed through a coding process in two stages: free and axial. Credibility, reliability, transferability, and verification criteria were used to ensure the quality of research. The conceptual model extracted from the data in a systematic paradigm model of grounded theory method includes phenomena, strategies, intervening factors, contextual conditions, contexts, and consequences. The model indicates that several factors affect the sensation of mathematical creativity.
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