Problem posing in the proof process identifying creative thinking in mathematics

Abstract

Creative thinking is an important part in learning mathematics. However, some Mathematics Education students have low creative thinking skills, especially in the proof process in the Real Analysis course. Use the Problem Posing approach to determine the quality of students’ creative thinking abilities in the Real Analysis course. Therefore this study aims to describe the potential of students as designers, in creative thinking in the proof of mathematics. This research is a qualitative research category, with a perspective-constructive approach. A total of 61 sixth semester students take Real analysis courses in the 2019/2020 Academic Year as research subjects. The student studied in two heterogeneous mathematics education classes, from one urban tertiary institution participating in this study. By using descriptive statistics and Pearson correlation can be obtained this research information. The results obtained by the problem posing condition can find a greater difference than the equivalent conditions, about two-thirds of students are able to make in some cases the original equivalent, as well as the relationship between student achievement on Sequences and Series material with originality found at the middle level. This type of research has the potential for lecturers and students to assess the level of student understanding of certain mathematical topics, concepts, or procedures.