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Can mathematical modelling work as a creativity-demanding activity? An empirical study in China
Xiaoli Lu1, Gabriele Kaiser2,3
1School of Mathematical Sciences and Shanghai Key Laboratory of PMMP, East China Normal University, Shanghai, China.
ZDM : the International Journal on Mathematics Education
|October 25, 2021
Summary
Mathematical modelling activities significantly correlate with creativity in students and teachers. This suggests modelling can enhance mathematical creativity, crucial for adapting to real-world changes.
Area of Science:
- Education
- Mathematics Education
- Cognitive Psychology
Background:
- Creativity is vital for adapting to societal changes, yet Chinese students show weaker mathematical problem-solving and posing skills.
- Mathematical modelling is a core competency in China, emphasizing real-world problem-solving using mathematics.
- Modelling's open-ended nature makes it suitable for fostering creativity.
Purpose of the Study:
- To investigate the relationship between mathematical modelling competencies and creativity.
- To analyze this relationship across different expertise groups (students, pre-service teachers, in-service teachers).
Main Methods:
- A study involving 71 upper secondary students, 50 pre-service teachers, and 66 in-service teachers.
- Utilized an extended didactical framework analyzing mathematical modelling as a creativity-demanding activity.
- Correlational analysis of modelling competencies and creativity aspects (usefulness, fluency, originality).
Main Results:
- Significant correlations were found between modelling competencies and creativity aspects.
- Adequacy of modelling approaches strongly correlated with usefulness and fluency.
- A negative correlation existed between usefulness and originality; results varied across participant groups.
Conclusions:
- Mathematical modelling activities are positively linked to enhanced creativity in mathematics.
- Findings have implications for promoting creativity across diverse educational and professional groups.
- The effectiveness of modelling depends on participants' mathematical knowledge and the specific topic.
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