The use of creative problem solving scenarios in mathematics education: views of some prospective teachers

Abstract

The purpose of this study is to examine what the prospective mathematics teachers who participated in creative problem solving training have learned during the process and to get their opinions at the end of the training. 51 prospective mathematics teachers who are in the 5th year in secondary mathematics education department. Purposed sampling was used in this study. As a data collection tool, semi-structured interviews and diaries were used. The data obtained was analyzed using content analysis. As a result of analysis of data “Creative Problem Solving in Mathematics Education” was found as the main theme. 10 sub-themes were found as sub-themes; “Perception of Creativity, Perception of Creative Problem Solving and development of it in the process, Attitude towards Creative Problem Solving Training, Contribution to Problem Solving, Contribution to Learning, Attitude towards Mathematics, Creative Class Environment, Closed ended questions versus creative problem solving, Divergent Thinking, and quality of scenarios.” Creative Problem Solving training achieved its objectives and it was concluded that it made a contribution to prospective mathematics teachers’ pedagogical development to develop students’ creative problem solving skills.