Do Upper Primary Mathematics Teachers Recognise Creativity Experience in their students

Karen, K L Hor (2018) Do Upper Primary Mathematics Teachers Recognise Creativity Experience in their students. In: Seventh International Conference on Advances in Social Science, Economics and Management Study - SEM 2018, 27-28 October, 2018, Kuala Lumpur, Malaysia.

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Abstract

The aim of this article is to explore if Singapore mathematics teachers recognize the creativity experience of upper primary school children when they attempted open-ended mathematics questions. These 17 students from Singapore Primary Schools (aged between 11 and 12 years old) attempted three different types of open-ended mathematics questions using pen-and-paper method. Their creativity experience was elicited via face-to-face interviews, and phenomenographic analysis surfaced three different ways of experiencing openness in learning: being assessed, making decisions and exploring with freedom. The students written answers were graded by two experienced mathematics teachers. The analysis of the Teachers Consensual Assessment (TCA) of open-ended mathematics answers seemed to indicate that students creativity experience was seldom noticed or recognized by the Singapore primary mathematics teachers.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: creativity, open-ended mathematics questions, voices of children, education
Depositing User: Mr. John Steve
Date Deposited: 07 Mar 2019 15:33
Last Modified: 07 Mar 2019 15:33
URI: http://publications.theired.org/id/eprint/68

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