Improving student’s mathematical creative thinking and habits of mind using a problem-solving approach based on cognitive thinking stage

Abstract

This research is a pre-post-test experiment that aims to examine the role of the problem-solving approach (PSA) and students’ cognitive intelligence on mathematical creative thinking abilities (MCTA) and mathematical habits of mind (MHoM). This study involved 50 8th grade students. The instruments used were TOLT test, MCTA test, and MHoM scale. This research found that students at the age of 13-14 years are at the stage of formal, transition, and concrete thinking. Whereas MCTA students who receive learning with PSA achieve better grades than students taught by the scientific approach (SA). The MCTA level of students who receive PSA is good and sufficient for students who receive SA. Both groups of students are still aware of some difficulties in completing MCTA tasks, such as solving problems improperly, in more than one way, and or in different ways. The MHoM results of the two students were not different, they were at a good level. Based on the cognitive thinking stage, it was found that there were significant differences in the improvement of MCTA between the two classes, there was a certain stage of thinking in the MCTA of the two classes, and there was no interaction. While for MHoM there is no difference in terms of approaches and stages of thinking, and there is no interaction. In Other findings, there is no relationship between MCTA and MHoM.