Can Mathematical Modelling Work as a Creativity-Demanding Activity? An Empirical Study in China

Autor/inn/en	Lu, Xiaoli; Kaiser, Gabriele
Titel	Can Mathematical Modelling Work as a Creativity-Demanding Activity? An Empirical Study in China
Quelle	In: ZDM: Mathematics Education, 54 (2022) 1, S.67-81 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-021-01316-4
Schlagwörter	Creativity; Mathematics Instruction; Problem Solving; Mathematical Models; Teaching Methods; Secondary School Mathematics; Secondary School Students; Preservice Teachers; Mathematics Teachers; Correlation; Mathematics Skills; Foreign Countries; China + Suchen Sie Ihr Suchwort? Kreativität; Mathematics lessons; Mathematikunterricht; Problemlösen; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland
Abstract	Creativity has been identified as a key characteristic that allows students to adapt smoothly to rapid societal and economic changes in the real world. However, Chinese students appear to perform less well in mathematical problem-solving and problem-posing abilities, which are strongly connected to mathematical creativity. Mathematical modelling has recently been introduced as one of the six core competencies in the Chinese mathematical curriculum and is built on students' ability to solve real-world problems using mathematical means. As mathematical modelling is characterised by openness regarding the understanding of complex real-world problems and the complex relationship between the real world and mathematics, for the strengthening of creativity, mathematical modelling activities seem to be adequate to accomplish this purpose. In this paper, we describe a study with 71 upper secondary school students, 50 pre-service mathematics teachers, and 66 in-service mathematics teachers, based on an extended didactical framework regarding mathematical modelling as a creativity-demanding activity. The results of the study indicate a significant correlation between modelling competencies and creativity aspects. Especially significant correlations between the adequacy of the modelling approaches and the two creativity aspects of usefulness and fluency could be identified, as well as a significant negative correlation between usefulness and originality. The results of the correlational analysis of relationships among the four criteria were not always consistent in the three participant groups. Overall, the results have implications for the promotion of creativity for various expertise groups and demonstrate the dependency of the modelling activities on the mathematical knowledge of the participants and the mathematical topic with which they are dealing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01