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.
Downloads
References
Bozkurt Altan, E., & Tan, S. (2021). Concepts of creativity in design based learning in STEM education. International Journal of Technology and Design Education, 31(3), 503-529.
Esteban-Guitart, M., Lalueza, J. L., Zhang-Yu, C., & Llopart, M. (2019). Sustaining students’ cultures and identities. A qualitative study based on the funds of knowledge and identity approaches. Sustainability, 11(12), 3400.
Chen, X., Zou, D., Cheng, G., & Xie, H. (2020). Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education. Computers & Education, 151, 103855.
Nuha, M. A., Waluya, S. B., & Junaedi, I. (2018). Mathematical Creative Process Wallas Model in Students Problem Posing with Lesson Study Approach. International Journal of Instruction, 11(2), 527-538.
Nurlaily, V. A., Soegiyanto, H., & Usodo, B. (2019). Elementary School Teachers' Obstacles in the Implementation of Problem-Based Learning Model in Mathematics Learning. Journal on Mathematics Education, 10(2), 229-238.
Puspitasari, L., In'am, A., & Syaifuddin, M. (2018). Analysis of students’ creative thinking in solving arithmetic problems. International Electronic Journal of Mathematics Education, 14(1), 49-60.
Rohid, N., & Rusmawati, R. D. (2019). Students' Mathematical Communication Skills (MCS) in Solving Mathematics Problems: A Case in Indonesian Context. Anatolian Journal of Education, 4(2), 19-30.
Schukajlow, S., Kaiser, G., & Stillman, G. (2018). Empirical research on teaching and learning of mathematical modelling: A survey on the current state-of-the-art. ZDM, 50(1), 5-18.
Tohir, M., & Abidin, Z. (2018, April). Students creative thinking skills in solving two dimensional arithmetic series through research-based learning. In Journal of Physics: Conference Series (Vol. 1008, No. 1, p. 012072). IOP Publishing.
Ummah, I. K., & Yuliati, N. (2020). The Effect of Jumping Task Based on Creative Problem Solving on Students' Problem Solving Ability. International Journal of Instruction, 13(1), 387-406.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Revista on line de Política e Gestão Educacional
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Manuscritos aceitos e publicados são de propriedade da Revista on line de Política e Gestão Educacional. É vedada a submissão integral ou parcial do manuscrito a qualquer outro periódico. A responsabilidade do conteúdo dos artigos é exclusiva dos autores. É vedada a tradução para outro idioma sem a autorização escrita do Editor ouvida a Comissão Editorial Científica.