Araştırma Makalesi
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Opinions of Academics on the Relation Between Mathematics and Creativity

Yıl 2022, Cilt: 17 Sayı: 35, 991 - 1005, 25.09.2022

Nilüfer Kuru Berrin Akman

https://doi.org/10.35675/befdergi.893739

Öz

Mathematics and creativity are two concepts that are not independent of each other. These two concepts have a major role in improving creative, critical, inquisitive and multidimensional thinking skills. Educators are highly important in teaching and improving critical thinking skills as well as mathematical skills which we face in every sphere of life. Aims: This study, which is based on this ideology, aims to reveal the opinions of academics on the relation between mathematics and creativity. Method: The participants of the study is composed of 103 academics working in the education faculties of universities. The responses of the academics to the research question were subjected to content analysis. Findings: The results of the analysis revealed that the responses of the academics (n=100) who pointed to a relation between mathematics and creativity can be grouped into four themes (common skills, flexibility, originality, common intelligence types). Result: The responses of the academics regarding the relation between mathematics and creativity revealed that the themes developed from the responses coincide with those in the literature.

Anahtar Kelimeler

Creativity and mathematics academics content analysis

Kaynakça

  • Arikan, E. E. (2017). Is there a relationship between creativity and mathematical creativity? Journal of Education and Learning, 6(4), 239-253.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
  • Cropley, A. (2002). Qualitive research methods: An introduction for students of psychology and education. Zinatne.
  • Csikszentmihalyi, M. (1990). The domain of creativity. In M. A. Runco & R. S. Albert (Eds.), Theories of creativity: 190-212. Sage
  • Csikszentmihalyi, M. (1996). Creativity. HarperCollins
  • Ervynck, G. (1991). Advanced mathematical thinking. Kluwer Academic Publishers, New York.
  • Gardner, H. (1999). Intelligence Reframed. Basic Books.
  • Guilford, J. P. (1962). Factors that aid and hinder creativity. Teachers College Record, 63, 380–392.
  • Gurak-Ozdemir, S., Acar, S., Puccio, G., & Wright, C. (2019). Why do teachers connect better with some students than others? Exploring the influence of teachers’ creative-thinking preferences. Gifted and Talented International, 34(1-2), 102-115. doi: 10.1080/15332276.2019.1684221
  • Hadamard, J. W. (1945). Essay on the psychology of invention in the mathematical field. Princeton University Press.
  • Haylock, D.W. (1987). A framework for assessing mathematical creativity in school children. Educational Studies in Mathematics, 18(1), 59-74. doi:10.1007/BF00367914
  • Haylock, D.W. (1997). Recognizing mathematical creativity in school children. International Reviews on Mathematical Education, 29(3), 68-74. doi:10.1007/s11858-997-0002-y
  • Imai, T. (2000). The influence of overcoming fixation in mathematics towards divergent thinking in open-ended mathematics problems on Japanese junior high school students. International Journal of Mathematical Education in Science and Technology, 31(2), 187–193. doi:10.1080/002073900287246
  • Kim, H., Cho, S., & Ahn, D. (2003). Development of mathematical creative problem solving ability test for identification of gifted in math. Gifted Education International, 18(2), 164–174. doi:10.1177/026142940301800206
  • Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120-124.
  • Köroğlu, H., & Yeşildere, S. (2004). İlkögretim yedinci sınıf matematik dersi tamsayılar ünitesinde çoklu zeka teorisi tabanlı ögretimin öğrenci başarısına etkisi. Gazi Eğitim Fakültesi Dergisi, 24(2), 25-41.
  • Krutetskii, V.A. (1976). The Psychology of mathematical abilities in school children. University of Chicago Press.
  • Kuru, N. (2021). Erken çocukluk döneminde matematik eğitiminde “yaratıcılık”. Akman, B. (eds), Erken çocuklukta matematik eğitimi (pp 250-257). Pegem Akademi,.
  • Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (129-145). Sense Publishers.
  • Lev-Zamir, H. & Leikin, R. (2011). Creative mathematics teaching in the eye of the beholder: focusing on teachers’ conceptions. Research in Mathematics Education, 13(1), 17-32. doi: 10.1080/14794802.2011.550715
  • Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. Naturalistic inquiry, 289(331), 289-327.
  • Mann, E.L. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236-260. doi:10.4219/jeg-2006-264
  • Mann, E. L., Chamberlin, S. A., & Graefe, A.K. (2016). The prominence of affect in creativity: expanding the conception of creativity in mathematical problem solving. In Creativity and Giftedness (pp. 57-73). Springer. Mrayyan, S. (2016). Investigating mathematics teachers' role to improve students’ creative thinking. American Journal of Educational Research, 4(1), 82-90. doi:10.12691/education-4-1-13
  • NCTM. (2000). Principles and standards for school mathematics. Reston,VA, Author.
  • Polya, G. (1962). Mathematical discovery: On understanding, learning, and teaching problem solving. John Wiley.
  • Potter, W. J., & Levine‐Donnerstein, D. (1999). Rethinking validity and reliability in content analysis. Journal of Applied Communication Research, 27(3), 258-284. doi: 10.1080/00909889909365539
  • Prouse, H. L. (1964). The construction and use of a test for the measurement of certain aspects of creativity in seventh grade mathematics. Dissertation Abstracts International, 26(1), 394.
  • Runco, M. A. (2008). Creativity and education. New Horizons in Education, 56(1), 96–104.
  • Schoevers, E. M., Leseman, P. P., Slot, E. M., Bakker, A., Keijzer, R., & Kroesbergen, E. H. (2019). Promoting pupils’ creative thinking in primary school mathematics: A case study. Thinking skills and creativity, 31, 323-334. doi: 10.1016/j.tsc.2019.02.003
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75. doi: 10.3233/EFI-2004-22201
  • Sheffield, L. (2009). Developing mathematical creativity-questions may be the answer. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in Mathematics and the Education of Gifted Students (87-100). Sense Publishers
  • Sriraman, B. (2005). Are giftedness and creativity synonyms in mathematics? The Journal of Secondary Gifted Education, 17(1), 20-36. doi:10.4219/jsge-2005-389
  • Tuli, M. R. (1980). Mathematical creativity as related to aptitude for achievement in and attitude towards mathematics. Dissertation Abstracts International, 42(01), 122.
  • Torrance, E. P. (1979). The search for satori and creativity. Bearly Limited

Öğretim Elemanlarının Matematik ve Yaratıcılık Arasındaki İlişkiye Yönelik Görüşleri

Yıl 2022, Cilt: 17 Sayı: 35, 991 - 1005, 25.09.2022

Nilüfer Kuru Berrin Akman

https://doi.org/10.35675/befdergi.893739

Öz

Matematik ve yaratıcılık birbirinden bağımsız olmayan iki kavramdır. Bu iki kavramın yaratıcı, eleştirel, sorgulayıcı ve çok boyutlu düşünme becerilerinin geliştirilmesinde büyük rolü vardır. Hayatın her alanında karşılaştığımız matematiksel becerilerin yanı sıra eleştirel düşünme becerilerinin öğretilmesinde ve geliştirilmesinde eğitimciler son derece önemlidir. Amaç: Bu önemden yola çıkılarak yürütülen bu çalışma, akademisyenlerin matematik ve yaratıcılık arasındaki ilişkiye ilişkin görüşlerini ortaya koymayı amaçlamaktadır. Yöntem: Araştırmanın örneklemi, üniversitelerin eğitim fakültelerinde görev yapan 103 akademisyenden oluşmakta olup akademisyenlerin araştırma sorusuna verdikleri cevaplar içerik analizi yöntemi ile analiz edilmiştir. Bulgular: Analiz sonuçları, matematik ve yaratıcılık arasındaki ilişkiye işaret eden akademisyenlerin (n=100) yanıtlarının dört temada (ortak beceriler, esneklik, özgünlük, ortak zeka türleri) gruplandırılabileceğini ortaya koymuştur. Sonuç: Akademisyenlerin matematik ve yaratıcılık ilişkisine ilişkin verdikleri yanıtların ve akademisyenlerin görüşlerinden yola çıkılarak geliştirilen temaların alan yazındaki temalarla örtüştüğü sonucuna ulaşılmıştır.

Anahtar Kelimeler

matematik ve yaratıcılık içerik analizi öğretim elemanları

Kaynakça

  • Arikan, E. E. (2017). Is there a relationship between creativity and mathematical creativity? Journal of Education and Learning, 6(4), 239-253.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa
  • Cropley, A. (2002). Qualitive research methods: An introduction for students of psychology and education. Zinatne.
  • Csikszentmihalyi, M. (1990). The domain of creativity. In M. A. Runco & R. S. Albert (Eds.), Theories of creativity: 190-212. Sage
  • Csikszentmihalyi, M. (1996). Creativity. HarperCollins
  • Ervynck, G. (1991). Advanced mathematical thinking. Kluwer Academic Publishers, New York.
  • Gardner, H. (1999). Intelligence Reframed. Basic Books.
  • Guilford, J. P. (1962). Factors that aid and hinder creativity. Teachers College Record, 63, 380–392.
  • Gurak-Ozdemir, S., Acar, S., Puccio, G., & Wright, C. (2019). Why do teachers connect better with some students than others? Exploring the influence of teachers’ creative-thinking preferences. Gifted and Talented International, 34(1-2), 102-115. doi: 10.1080/15332276.2019.1684221
  • Hadamard, J. W. (1945). Essay on the psychology of invention in the mathematical field. Princeton University Press.
  • Haylock, D.W. (1987). A framework for assessing mathematical creativity in school children. Educational Studies in Mathematics, 18(1), 59-74. doi:10.1007/BF00367914
  • Haylock, D.W. (1997). Recognizing mathematical creativity in school children. International Reviews on Mathematical Education, 29(3), 68-74. doi:10.1007/s11858-997-0002-y
  • Imai, T. (2000). The influence of overcoming fixation in mathematics towards divergent thinking in open-ended mathematics problems on Japanese junior high school students. International Journal of Mathematical Education in Science and Technology, 31(2), 187–193. doi:10.1080/002073900287246
  • Kim, H., Cho, S., & Ahn, D. (2003). Development of mathematical creative problem solving ability test for identification of gifted in math. Gifted Education International, 18(2), 164–174. doi:10.1177/026142940301800206
  • Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120-124.
  • Köroğlu, H., & Yeşildere, S. (2004). İlkögretim yedinci sınıf matematik dersi tamsayılar ünitesinde çoklu zeka teorisi tabanlı ögretimin öğrenci başarısına etkisi. Gazi Eğitim Fakültesi Dergisi, 24(2), 25-41.
  • Krutetskii, V.A. (1976). The Psychology of mathematical abilities in school children. University of Chicago Press.
  • Kuru, N. (2021). Erken çocukluk döneminde matematik eğitiminde “yaratıcılık”. Akman, B. (eds), Erken çocuklukta matematik eğitimi (pp 250-257). Pegem Akademi,.
  • Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (129-145). Sense Publishers.
  • Lev-Zamir, H. & Leikin, R. (2011). Creative mathematics teaching in the eye of the beholder: focusing on teachers’ conceptions. Research in Mathematics Education, 13(1), 17-32. doi: 10.1080/14794802.2011.550715
  • Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. Naturalistic inquiry, 289(331), 289-327.
  • Mann, E.L. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236-260. doi:10.4219/jeg-2006-264
  • Mann, E. L., Chamberlin, S. A., & Graefe, A.K. (2016). The prominence of affect in creativity: expanding the conception of creativity in mathematical problem solving. In Creativity and Giftedness (pp. 57-73). Springer. Mrayyan, S. (2016). Investigating mathematics teachers' role to improve students’ creative thinking. American Journal of Educational Research, 4(1), 82-90. doi:10.12691/education-4-1-13
  • NCTM. (2000). Principles and standards for school mathematics. Reston,VA, Author.
  • Polya, G. (1962). Mathematical discovery: On understanding, learning, and teaching problem solving. John Wiley.
  • Potter, W. J., & Levine‐Donnerstein, D. (1999). Rethinking validity and reliability in content analysis. Journal of Applied Communication Research, 27(3), 258-284. doi: 10.1080/00909889909365539
  • Prouse, H. L. (1964). The construction and use of a test for the measurement of certain aspects of creativity in seventh grade mathematics. Dissertation Abstracts International, 26(1), 394.
  • Runco, M. A. (2008). Creativity and education. New Horizons in Education, 56(1), 96–104.
  • Schoevers, E. M., Leseman, P. P., Slot, E. M., Bakker, A., Keijzer, R., & Kroesbergen, E. H. (2019). Promoting pupils’ creative thinking in primary school mathematics: A case study. Thinking skills and creativity, 31, 323-334. doi: 10.1016/j.tsc.2019.02.003
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75. doi: 10.3233/EFI-2004-22201
  • Sheffield, L. (2009). Developing mathematical creativity-questions may be the answer. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in Mathematics and the Education of Gifted Students (87-100). Sense Publishers
  • Sriraman, B. (2005). Are giftedness and creativity synonyms in mathematics? The Journal of Secondary Gifted Education, 17(1), 20-36. doi:10.4219/jsge-2005-389
  • Tuli, M. R. (1980). Mathematical creativity as related to aptitude for achievement in and attitude towards mathematics. Dissertation Abstracts International, 42(01), 122.
  • Torrance, E. P. (1979). The search for satori and creativity. Bearly Limited
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Nilüfer Kuru 0000-0003-4237-9349

Berrin Akman 0000-0001-5668-4382

Yayımlanma Tarihi 25 Eylül 2022
Gönderilme Tarihi 9 Mart 2021
Kabul Tarihi 6 Aralık 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 17 Sayı: 35

Kaynak Göster

APA Kuru, N., & Akman, B. (2022). Opinions of Academics on the Relation Between Mathematics and Creativity. Bayburt Eğitim Fakültesi Dergisi, 17(35), 991-1005. https://doi.org/10.35675/befdergi.893739
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