Journal Article

Pre-service teachers’ preparations for designing and implementing creativity-directed mathematical tasks and instructional practices

Perihan, Celal, Bicer, Aysenur, Lee, Yujin, Bicer, Ali

2022

Overview

The purpose of this study is to observe the changes on pre-service teachers’ cognitive (i.e. fluency, flexibility, and originality) and affective outcomes (e.g. perceptions towards creativity-directed tasks, beliefs about the nature of mathematics) related to mathematical creativity after they participated in a creativity-focused mathematics method course. The pre-service teachers (n = 40) were randomly assigned into two groups as the intervention (n = 21) and the control (n = 19). The results revealed that the pre-service teachers who received the intervention developed all of the cognitive and affective outcomes more than the pre-service teachers in the control group (p < .05). The implication of these findings is that integrating creativity-directed tasks into mathematics education college courses can better equip pre-service teachers to develop mathematical creative abilities in their future students.

• Publisher: Springer Nature B.V
• Subject: Beliefs / College Mathematics / Colleges & universities / Control Groups / Creative Thinking / Creativity / Education Courses / Educational Opportunities / Educational Practices / Educational Research / Elementary Education / Elementary School Teachers / Elementary Schools / Elementary Secondary Education / Environmental Influences / Evaluative Thinking / Instructional Materials / Mathematical analysis / Mathematical Concepts / Mathematics Curriculum / Mathematics education / Mathematics Instruction / Mathematics Materials / Mathematics Teachers / Methods Courses / National Standards / Preservice Teacher Education / Teacher education / Teachers / Teaching methods