Multiple representations and mathematical creativity

Abstract

The primary purpose of this study is to reveal how multiple representations and/or visualizations can be used as an intervention to promote students’ mathematical creativity. The second purpose is to observe how multiple representations and/or visualizations can be used as a psychometric tool to measure students’ creative thinking abilities in mathematics. Pre-service teachers (n = 71) were randomly assigned to one of two groups: multiple representations or control. Results showed the mathematical creativity for the multiple representations group increased more than pre-service teachers in the control group (d = 0.98). Results also showed that multiple representations and/or visualizations of mathematical concepts, ideas, and problems can be employed as an effective psychometric tool that measure pre-service teachers’ creative thinking abilities in mathematics. One implication is that instructors can provide more multiple representations and/or visualizations of mathematical concepts during instruction so that pre-service teachers can find opportunities to develop their creative thinking in mathematics. Another important implication is that employing multiple representations as a psychometric tool to measure pre-service teachers’ creative thinking abilities in mathematics can eliminate the required mathematical content knowledge individuals need to know to manifest their creative insights in mathematics.