Conceptions of Creativity in Elementary School Mathematical Problem Posing
 Title:
 Conceptions of Creativity in Elementary School Mathematical Problem Posing
 Author(s):
 Dickman, Benjamin
 Thesis Advisor(s):
 Ginsburg, Herbert P.
 Date:
 2014
 Type:
 Dissertations
 Department(s):
 Mathematics Education
Human Development
 Persistent URL:
 http://dx.doi.org/10.7916/D8MC8X69
 Notes:
 Ph.D., Columbia University.
 Abstract:
 Mathematical problem posing and creativity are important areas within mathematics education, and have been connected by mathematicians, mathematics educators, and creativity theorists. However, the relationship between the two remains unclear, which is complicated by the absence of a formal definition of creativity. For this study, the Consensual Assessment Technique (CAT) was used to investigate different raters' views of posed mathematical problems. The principal investigator recruited judges from three different groups: elementary school mathematics teachers, mathematicians who are professors or professors emeriti of mathematics, and psychologists who have conducted research in mathematics education. These judges were then asked to rate the creativity of mathematical problems posed by the principal investigator, all of which were based on the multiplication table. By using Cronbach's coefficient alpha and the intraclass correlation method, the investigator measured both withingroup and amonggroup agreement for judges' ratings of creativity for the posed problems.
Previous studies using CAT to measure judges' ratings of creativity in areas other than mathematics or mathematics education have generally found high levels of agreement; however, the main finding of this study is that agreement was high only when measured withingroup for the psychologists. The study begins with a review of the literature on creativity and on mathematical problem posing, describes the procedure and results, provides points for further consideration, and concludes with implications of the study along with suggested avenues for future research.
 Subject(s):
 Mathematics education
 Item views
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 Suggested Citation:
 Benjamin Dickman, 2014, Conceptions of Creativity in Elementary School Mathematical Problem Posing, Columbia University Academic Commons, http://dx.doi.org/10.7916/D8MC8X69.