Creative Problem-solving Skills Research Articles

Deepening students' experiences with problem identification and definition in an empathetic approach: lessons from a university design-thinking program

PurposeThis study explored students' experiences of creative problem-solving using a design thinking approach in higher education, mainly focusing on the importance of empathetic approach in the problem identification and definition phase.Design/methodology/approachThe authors used a descriptive qualitative research design and thematic analysis, in which observation and 27 semi-structured reports were used to reveal the impact of design thinking on undergraduate students' experience of creative problem-solving.FindingsThe authors found multiple themes in students' responses concerning problem identification and definition in design thinking, which could be described as a systematic innovation process. Four major themes were identified. They included identifying and defining problems in a real-world context, empathizing with people from the target beneficiary group as a process of problem identification and definition, working with a team to expand the empathizing view, and perceiving the need for deep exploration in the empathetic process and defining a problem.Research limitations/implicationsThis study examined the perceived role of empathy in students' creative problem-solving process. However, the main limitation of this study was the small sample size, which can limit the generalizability of the results of the study. Nonetheless, this study provides valuable insights into understanding the role of empathy and problem identification as an essential process in creative problem-solving.Practical implicationsIt is worthwhile to integrate design thinking as an effective teaching and learning strategy in university education, particularly for fostering empathy and creative problem-solving skills in students. Among the processes of design thinking, empathy is critical in the problem identification and definition phase.Originality/valueThis study adds to existing knowledge by examining the role and ways of perceiving real-world problems in a human-centered mindset in university programs.

Interactive Simulation on Modern Physics: A Systematic Review

Physics is a theoretical science, understanding the concepts requires actual visual representations and models. Physics instructors should teach physics using inquiry, discovery, demonstration, simulation, practical work, lab-based activities, and other practical experiences. The current status of knowledge and practice regarding interactive simulation in the teaching of modern physics is presented in this systematic literature review. By methodically evaluating and summarizing the most pertinent previous research publications published from December 2002 to January 2022, it offers guidance for instructional designers and scholars. After careful consideration and screening, a total of eleven studies were chosen for a thorough analysis and synthesis. The results showed that the objective of the research studies on using interactive simulation in modern physics is to enhance students' critical thinking skills and creative problem-solving skills. It has been demonstrated that interactive simulation technologies like Java applets and Physics Education Technology (PhET) are successful at teaching modern physics. The success or failure of employing interactive simulation is influenced by teachers, school staff, students, simulation design, and technology used. The findings imply that educational institutions should provide teachers and administrators with tutorials and training, and this review recommend that the interactive simulation should be available and that a gadget-friendly simulation must be developed.

The Effectiveness of Inquiry Based Activities Based on Authentic Learning Approach on 5th Grade Students' Academic Achievement and Creative Problem Solving Skills

Turkish Science Curriculum for secondary school students is based on an inquiry-based learning approach with an interdisciplinary perspective. Authentic learning; is an interdisciplinary, collaborative, learning method with authentic tasks, activities and assessments that requires high-level thinking skills, aiming to find solutions to real-world problems. The aim of this study was to investigate the effects of inquiry-based activities based on authentic learning approach on academic achievement and creative problem-solving skills of 5th grade students. The study group had 21 5th grade students in total, 7 of whom were girls and 14 were boys. The study group were students from a private school in Üsküdar, Istanbul Turkey in the 2018-2019 academic year. “The Propagation of Light” unit academic achievement test and the Creative Problem Solving Attribute Inventory were used as data collection tools. The data obtained in the study were analyzed using a statistical program. “Wilcoxon Signed Rank Test”, which is one of the non-parametric tests, was used in the analysis of the academic achievement test. In the analysis of the Creative Problem Solving Attribute Inventory, “Dependent Groups t-test”, which is one of the parametric tests, was used. In line with this analysis, it was concluded that the inquiry-based activities based on authentic learning approach affected students' academic achievement and creative problem-solving skills in a positive way. Suggestions were made based on the findings of the study.

유아코딩교육 실제와 미래에 대한 고찰

Objectives The purposes of this study, by grasping the current status of early childhood coding education, which is emerging as a global issue, we sought the direction in which early childhood education in Korea should move forward and suggested a new direction for talent education in preparation for the future society.
 Methods To this end, the current status of early childhood coding education and domestic early childhood coding education from the perspective of constructivism was identified, the role of Lego play was considered, and the direction of future early childhood education was investigated.
 Results To this end, previous studies have shown that domestic infant coding education is not an active subject for infants, and infant coding teaching tools are mainly focused on creative thinking, and teacher competence is important to induce infant interest.
 Conclusions The purpose of this study that Lego Play as a learner-centered play tool has the digital literacy skills required in the era of the 4th Industrial Revolution, and at the same time, it has a very important function as a convergence infant coding education that develops creative problem-solving skills through team interaction and cooperation.

Learning skills, creativity, and self-efficacy in vocational school students

The present study aimed to investigate the association between learning skills and creative thinking and to assess their relations with self-efficacy. In doing so, we used an approach that aimed to go beyond the dichotomous comparison between students with Specific Learning Disability (SLD) vs. students without SLD, which could potentially reduce complexity. Given that learning skills are distributed across a continuum, we considered them as continuous measures to study their association with creativity. Standardized reading, text comprehension, math tests, and creativity (TTCT) and creative problem-solving tasks, together with Raven’s Standard Progressive Matrices and the General Self-Efficacy scale, were administered to 180 high school students, aged 14 to 17 years, attending a vocational school. Regression analyses showed that reading speed, comprehension, and multiplications skills were negative predictors of fluency and flexibility and positive predictors of elaboration in divergent thinking, whereas reading accuracy positively predicted fluency and flexibility and negatively elaboration. Creative problem-solving skills were positively predicted by reading speed and comprehension and negatively by reading accuracy. A negative correlation was found between fluency and self-efficacy, which resulted to be positively correlated with reading accuracy. These findings emphasize the possibility to compensate for learning difficulties by using creative potential as a protective factor contrasting the risk of abandoning school prematurely, thus supporting poor-achieving students in the decrease of self-efficacy and satisfaction in their school career.

The Development and Effects of the Mathematics Performance Assessment Based on Internal Assessment in IBDP

본 연구는 IBDP 내부평가 기반 수학과 수행평가가 고등학교 1학년 학생들에게 어떤영향을 미치는지 파악하기 위하여 수행되었다. 이러한 목적을 달성하기 위하여 IBDP 내부평가의 평가 기준과 방향을 기반으로 수행평가 ‘수학을 이용한 실생활 문제 해결 연구 보고서’를 개발했다. 이 수행평가를 제주의 IB후보학교인 표선고등학교의 1학년 학생들에게 적용하여 2021년 3월 25일부터 6월 17일까지 3개월에 걸쳐 진행하였다. 검사도구는 창의적 문제 해결력 검사, 수학적 태도 검사, 독립연구능력 검사를 이용하였다. 수행평가를 하기 직전에 실시했던 사전 검사와 평가를 끝낸 직후 실시한 사후 검사의결과를 비교 분석하였다. 자료 처리는 SPSS 19 통계 프로그램을 활용하여 유의수준 5% 에서 대응표본 t-검정을 이용하여 분석하였다. 개발한 수행평가를 적용한 결과, 검사한모든 영역에서 통계적으로 유의미한 영향이 매우 크다는 사실을 알게 되었다(유의확률 ***p < .001). 이 연구를 통하여 추후 더욱 다양한 IBDP 기반의 수행평가가 개발되어우리나라의 평가에 긍정적인 영향이 미치기를 기대한다.The purpose of this study was to find out if the mathematics performance assessment based on internal assessment in IBDP affect to 1st year high school students. For this purpose, the performance assessment, ‘report on solving real-life problems using mathematics’ based on the criteria and direction of international assessment in IBDP. This assessment was applied to 1st year at Pyoseon High School, which is IB candidate school in Jeju, and was conducted for three months from March 25th to June 17th in 2021. The research tools were used such that creative problem-solving skills test, mathematical attitude test, and independent research skills test. The results of the pre-test conducted just before the performance assessment and the post-test conducted immediately after the assessment were compared. As for analyzing, SPSS 19 program was used and analyzed an independent sample t-test at a significant level of 5%. As analyzing, it was found that the mathematics performance assessment based on internal assessment in IBDP affected on every factors in any research tools (***p < .001). Through this study, I hope that diverse IBDP-based performance assessment will be developed in the future, having a positive effect on assessment in Korea.

Science Teaching Approach Ethno-SETSaR to improve pre-service teachers’ creative thinking and problem solving skills

Pre-service teachers need creative thinking and problem solving skills to support their teaching quality. The aims of this research: (1) problems in science teaching, creative thinking and problem solving skills of pre-service teachers; (2) improvements of creative thinking and problem solving skills of pre-service teachers through Ethno-SETSaR Science Teaching Approach, and (3) relationship pattern of critical thinking and problem solving skills. The research method applied in this study was sequential exploratory mix method. The research design consisted of five stages: 1) qualitative data gathering; 2) qualitative data analysis; 3) quantitative data gathering; 4) quantitative data analysis and 5) data interpretation. The subjects of this research were 80 pre-service teachers from two universities. The research instruments were essay tests of creative and problem solving skills. The data analysis used was independent T Test. It could be concluded from qualitative study that science teaching practice was still oriented on content knowledge mastery. It did not improve creative thinking and problem solving skills. Science teaching with Ethno-SETSaR approach was applied as foundation to quantitative study. The result of quantitative study was there was difference in creative thinking and problem solving skills of pre-service teachers. The pre-service teachers enrolling science teaching with Ethno-SETSaR approach had higher scores. There was correlation of creative thinking affecting problem solving skills.

Developing Student Creative Problem-Solving Skills (CPSS) Using Online Digital Storytelling

This study set out to research and evaluate the needs in developing creative problem-solving skills (CPSS) of undergraduate students through developing and evaluating a digital storytelling process using Padlet. The sampling process used simple random sampling to select 332 teachers from 83 schools in Bangkok. The data was collected using a needs assessment questionnaire, training course questionnaire, and satisfaction questionnaire. Descriptive statistics used for the analysis included frequency, percentage, mean ( , and standard deviation (SD). The data collected were mean scores of expert validity testing and student inter-rater reliability testing. The assessment evaluated student satisfaction toward the CPSS training course using 30 students in the Computer Education Program at Dhonburi Rajabhat University's Faculty of Education in Thailand. The findings revealed that of the four aspects identified for developing undergraduate CPSS, elaboration was at the top of the priority of needs (PNIModified = 0.20). This was followed by originality and flexibility (PNIModified = 0.19). Finally, was fluency (PNIModified = 0.18). Also, analysis of the prospective condition was ranked ‘high’ across all four aspects with an average of = 4.38 SD = 0.06. Further analysis of the real condition showed that all four aspects had an average of = 3.67, SD = 0.06. The study contributes to the literature in that it demonstrated that correctly developed and implemented undergraduate student CPSS can increase significantly. This fact is critical in knowing as a nation’s future depends on its workforce and leaders having CPSS.

Improving Students’ Creative Problem-Solving Skills in Online-Onsite Based Mathematics Learning

Learning during the COVID-19 period is a concern in the world of education. This is because the learning system has changed from the previous one and it has not been used by both students and teachers. In response to this, it is necessary to conduct action research using the Kemmis and McTaggart models on online-onsite mathematics learning, namely boldly through online platforms and the request of students. The subjects of this study were seventh-grade junior high school students who found 27 people. In contrast, the object of this research is to increase students’ creative problem-solving skills and increase teacher activity and student behaviour. Through the instruments used in online-onsite based learning, the results show that there is an increase in the percentage of classical learning completeness in creative problem-solving abilities of students who pass the minimum KKM in the 1st cycle from the percentage of initial ability results but have not shown achievement. While the results of observations of student behaviour and teacher activities meet the criteria achieved. Therefore, it is continued to cycle II by correcting the weakness in cycle I. The implementation of cycle II shows that all performance indicators have been achieved. Through these results, of course, it is a consideration that in improving problem-solving skills, it is recommended to do online-onsite based learning, especially in mathematics.

Optimizing Vocational Civic Education For The Development Of Student Character

In terms of being students, civic education is very closely related to the development of the character of citizens. In this case, vocational civics can also be developed and given to vocational higher education students. This research aims to find out about civics learning in vocational universities and the character development of students through vocational civics learning. The method carried out is research and development with the ADDIE model. The results showed that learning was carried out contextually and cooperatively with a project-based learning approach supported by 21st century skills. Learning develops citizen competencies in the form of knowledge, disposition, and skills. The character of students is developed in the forms of critical thinking, creativity, discipline, appreciation of work, and curiosity. In addition, with the vocational education approach, the aspects developed in vocational civics are communication skills, critical and creative thinking, information literacy, digital literacy, inquiry skills, interpersonal skills, multicultural literacy, problem solving, and technology skills. Meanwhile, support in the form of 21st century skills is shown through communication, collaboration, creativity, and critical thinking.

Analysis of the Serial Multiple Mediating Effect of Self-efficacy and Co-regulation in the Relationship between Growth Mindset and Team Creativity of College Freshmen in the Hackathon Program

In order to promote future competencies in the era of the 4th industrial age, universities need to provide challenging learning experiences and opportunities that enable students to take initiative. Universities also need to train their students in creative problem-solving skills. In this study, growth mindset, self-efficacy, and co-regulation were selected as predictors for team creativity in a hackathon program, which was considered to be a challenging learning context. In particular, concerning the relationship between growth mindset and team creativity, the serial multiple mediating effect of self-efficacy and co-regulation was tested. Data were collected from 806 students who participated in the freshman hackathon program in the first semester of 2021 at A University in Gyeonggi-do. The serial multiple mediation analysis was performed using PROCESS, and the main results were as follows: First, in the context of the hackathon program, growth mindset, self-efficacy, and co-regulation were found to be positive antecedent factors for improving team creativity. Second, the results showed that self-efficacy and co-regulation sequentially mediate the relationship between growth mindset and team creativity. Based on the research results, practical implications for developing and operating challenging educational programs were discussed, and the importance for providing training guidelines to students in order to promote a growth mindset among them, were suggested.

Design and Disaster Resilience: Toward a Role for Design in Disaster Mitigation and Recovery

This paper examines how the discourses and practices of design can be applied to both mitigate the damaging impacts of (un-)natural disasters and guide resilient post-disaster recovery. Integrated with systems analysis, design can provide both an innovative window for understanding the complexities of disaster-risk reduction and recovery, as well as a conceptual bridge to new ways of building socio-economic and physical resilience in disaster-affected communities. However, the skills of key systems and design thinkers, such as architects, urban planners, and landscape architects, are seldom employed, despite their demonstrated capacity to work with disaster-prone or -impacted communities to develop integrated spatial responses to guide both disaster-risk reduction and long-term rebuilding after a disaster. Indeed, there has been little focused investigation of the potential contributions of design per se in developing strategies for disaster-risk reduction and recovery. Similarly, there has been little attention in design education to complementing the creative problem-solving skills of the designer with the contextual and systemic understandings of disaster management and disaster-resilient design. This paper addresses these omissions in both disaster management and design education though a review of research on design contributions to disaster issues and provides a case study of the curriculum and pedagogical approaches appropriate to build capacity for enhancing this contribution.

Understanding Teamwork Affects Ingenuity in Creative Initiatives

Representatives that are able to think independently and beyond the box are more likely to come up with unique and novel solutions to problems. This desire to solve problems might lead to new ways of doing things, better outcomes, and more efficient performance. In today's dynamic and changing economic environment, companies in any sector, including manufacturers, might certainly tolerate acting selfishly in their operations or the means by which they deliver products and services. As international markets and technological innovation continue to expose the manufacturing sector, businesses are being pushed to become more inventive in order to meet client needs and engage on a worldwide basis. As technology and innovation professionals prepare for future leadership roles in their firms, it's vital that they understand creativity and how to foster it among their peers. Employees are encouraged to cooperate when they are given the chance to be creative, according to the key contribution of this article. They solicit feedback from their co-workers when they have new ideas. The most intriguing component of offering a place for creation and invention was the creative process's design to foster collaboration and coordination. Several undergraduate engineering schools are gaining traction and integrating creativity into their curriculum, recognizing the realities of the corporate world and the necessity for creative problem-solving skills development. Creativity may be taught and people can be encouraged to come up with fresh ideas. On the other hand, teamwork and team teaching provide a lot of advantages. The current research will educate students about creativity and innovation, as well as how to foster it among their co-workers, in order to prepare them for future supervisory roles. Furthermore, the study's findings will benefit in the development of individualistic thinking abilities.

Preventing Youth Substance Use Using Creative Problem Solving-Cognitive-Behavioural Skills Enhancement Approach

Objectives: The purpose of this study was to assess the effectiveness of creative problem solving-cognitive-behavioural skill enhancement approach on the prevention of substance use among youth. Study Design: A quasi-experimental study was used. Methods: The study involved 327 youth (mean age 19.1 ± 3.4 years) of the Catholic Archdiocese of Ibadan, Nigeria in various secondary and tertiary institutions across Nigeria who gathered for an annual programme. A self-reporting questionnaire was administered pre and post eliciting information about participants’ demographics, knowledge of effects of substance on the brain, attitude towards substance usage, decision making behaviour, satisfaction about the training/resolve to share information acquired and creative problem solving skills. 327 participants completed the pre-test but 208 (mean age 19.2 ± 2.9) completed the post-survey. This accommodated a cross-sectional analysis of the results. Results reflect a comparison of all pre-evaluations with all post-evaluations. This prevented a pre- and post-evaluation paired-test analyses. Results: There is a significant difference in each post assessment result of the variables among participants: knowledge of how the brain helps make decision p (0.001) &lt;.05 level of significance; attitude towards substance use p (0.003) &lt;.05 level of significance; decision-making p (0.005) &lt;.05 level of significance; satisfaction and willingness to share information and skills acquired with friends p (0.003) &lt;.05 level of significance; creative problem solving skills p (0.002) &lt;.05 level of significance. Conclusion: A combination of creative problem solving and cognitive-behavioural skills enhancement influenced youth’s decision against substance use. The result suggests that the enhancement technique is appropriate, effective and feasible for youth deterrence from substance usage encouraging further research.

A comparison of creative problem solving features of gifted and non-gifted high school students

This study, it was aimed to examine the creative problem-solving characteristics of gifted and non-gifted high school students in terms of giftedness diagnosis, gender, and grade level variables. The research used the descriptive research model and causal comparison design, which are among the scanning models. A total of 375 9th, 10th, 11th, and 12th-grade students, 73 gifted students, and 302 non-gifted students participated in the research. Data on gifted students were collected from two Science and Art Centers in a province in the Marmara region. Data on non-gifted students were collected from two Science High Schools and three Anatolian High Schools in the same province. "Creative Problem Solving Features Inventory" was used as a data collection tool in the research. It has been observed that the creative problem-solving skills of the gifted and non-gifted students differ in divergent thinking, general knowledge and skills, and the general average in favor of the gifted. There was a significant difference in favor of girls in the general average scores and the mean scores of the environment sub-dimension among gifted students. A significant difference was found in favor of the gifted in the dimension of divergent thinking at the 9th-grade level, and in the dimension of divergent thinking and general knowledge and skills at the 11th-grade level. However, it was observed that there was no significant difference between gifted and non-gifted students at the 10th and 12th-grade levels.

DEVELOPMENT OF CORE SKILLS ASSESSMENT FRAMEWORK FOR TECHNICAL STUDENTS

Core skills are common, indispensable skills for anyone who wants to participate in learning and working in the twenty-first century. It is necessary to research and develop the core skills of engineering students to contribute to the improvement of the labor quality of the country. Research on the core skills of engineering students has not shown the specific skills of engineering students has not given a specific scale to evaluate those core skills. The core skills assessment framework is developed based on determining the structure and scale of skills. Based on the assessment framework, teachers can appropriately design the core skills development process for students. This article mainly focuses on research results that will be foundations for developing an assessment framework for the three core skills of engineering students including: technical communication skills, creative problem-solving skills, and technical system thinking skills. These are essential skills that are closely coordinated with the specialized skills of engineering students.

Development of Mobile Learning-Based Learning Resources to Improve Multimedia Student's Creative Problem Ability as Details Fieldwork Practice

Currently, the world is being hit by an outbreak of coronavirus disease (covid-19), including in Indonesia. Covid-19 entered Indonesia in December 2019 with 4,231,046 positive cases as of October 13, 2021. Major changes occurred in various fields, both economic, social, and social politics and education. Vocational High School is a secondary education unit that is prepared to enter the form of employment and develop a professional attitude. One of the SMK programs is the Field Work Practice (PKL). One of the obstacles experienced by students in the multimedia field is when street vendors do not deliver materials and practices that are following DUDIKA's needs. Seeing the current condition of the covid pandemic, the debriefing is carried out online, therefore it is necessary to have a mobile learning-based learning resource that is considered more attractive, effective, and efficient, especially in the current new normal era. The development of learning resources based on mobile learning uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The results of this study indicate that a mobile learning-based learning resource for the debriefing of street vendors is appropriate to be used as a supporting medium for independent learning, according to the tests carried out on material experts, media experts, small group trials, and large group trials. From the two material experts, the presentation results were 81.67% with a very decent category without the need for revision. From the three material experts, the percentage results were 80% with a decent category without the need for revision. The results of the small group test got a presentation of 81% and for the large group, it was 81.58% which was very feasible without the need for revision. Improved creative problem-solving skills were improved using pretest and posttest by testing using paired sample t-test. The results of the test showed that the output pair sig (2-tailed) value was 0.000 > 0.05, so it can be said that there is a difference between the experimental class pretest data and the experimental class posttest data, which means that the application of mobile learning-based learning resources affects the results student learning before the learning resource is given and after it is given.

Problem-solving and creative thinking skills with the PBL model: The concept of the human circulatory system

Science learning in elementary schools using the PBL learning model can grow students' higher-order thinking skills, such as problem-solving and creative thinking skills. The purpose of correlational research was to analyze the relationship between problem-solving and creative thinking skills of elementary school students through the implementation of PBL. The predictor variables and criteria in the research were in the form of problem-solving and creative thinking skills, respectively. The population of this study was the fifth-grade elementary school students, totaling 120 students. This study’s sample was 33 students. The data retrieval used problem-solving and creative thinking skills tests on the concept of the human circulatory system. The data analysis was performed by linear regression. The results showed a correlation between creative thinking and problem-solving skills in learning with PBL. There is a strong relationship between problem-solving and creative thinking skills through PBL. The predictor variable contributed 37.8% to the criterion variable. This study recommends that it is essential to familiarize PBL in elementary schools learning to improve students' higher-order thinking skills.

The effects of science teaching differentiated according to the grid model

The aim of this study is to determine the effect of science lesson activities prepared in accordance with the components and steps of the grid model on the creative thinking skills, problem solving skills and attitudes of gifted students. In this study, pre-test and post-test design with the control group were utilized among the experimental designs. The study group consists of 43 students (23 of them are in the experimental group, 21 of them are in the control group), who are 9-10 years old and are known as gifted students, and continue to attend the same Science and Art Center (BILSEM) in the city of Istanbul. The analysis revealed that the differentiated implementations of Science according to the Grid Model had a significant impact on the creative thinking and problem-solving skills and attitudes of gifted students. .In this study, the Problem Solving Inventory for Primary Education Children developed by Serin, Bulut Serin and Saygili (2010), the Attitude Scale towards the Science Course created Kenar and Balci (2012), and Torrance Creative Figural A booklet, one of the Thought Tests, was used. Within the scope of the study, it has revealed that its applications differentiated according to the Grid Model have a significant effect on the creative thinking and problem solving skills and attitudes of gifted students.

Investigation of Mathematics Teachers' Views on Mathematical Creativity and Creative Problem-Solving Skills

Bu araştırmada lisansüstü düzeyde öğrenim gören matematik öğretmenlerinin matematiksel yaratıcılık hakkındaki görüşlerinin ve yaratıcı problem çözme becerilerinin incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan durum çalışması yöntemi kullanılmıştır. Araştırmanın katılımcılarını 2’si yüksek lisans, 3’ü doktora öğrencisi 5 matematik öğretmeni oluşturmuştur. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın verileri sistematik analiz yöntemiyle analiz edilmiştir. Araştırma bulgularına göre öğretmenlerin yaratıcılığa ilişkin görüşleri “yenilik, özgünlük, farklılık, üretkenlik, hayal gücü” temaları altında ele alınmıştır. Katılımcılar yaratıcı öğretmenin öğretimsel (pedagojik) ve kişisel özelliklerinden bahsetmiştir. Matematiksel yaratıcılık hakkında ise, probleme birden fazla (farklı) çözüm üretme, problemi farklı yollarla çözme, farklı bakış açısına sahip olma gibi görüşler belirtmişlerdir. Öğretmenlerin ikisi matematiksel yaratıcılık konusunda kendilerini yeterli görmezken, diğerleri kendilerini yaratıcı bulduklarını belirtmiştir. Matematiksel yaratıcılık problemine verilen cevaplar, öğretmenlerin yaratıcı problem çözme becerilerinin düşük düzeyde olduğunu göstermiştir.