从思维到创造力:数学思维感知,数学沟通情绪和创造性思维情绪的相互作用
Murat Genç1, Mustafa Akıncı1, İlhan Karataş1
1Department of Mathematics and Science Education, Zonguldak Bülent Ecevit University, Zonguldak 67300, Turkey.
Behavioral sciences (Basel, Switzerland)
|October 29, 2025
概括
数学沟通倾向强烈地影响预服务教师的创造性思维. 促进沟通与创造力一起,对于教师教育至关重要,以增强未来的教育工作者.
科学领域:
- 数学教育教育 数学教育
- 教师教育教育的教师教育.
- 教育心理学教育心理学
背景情况:
- 数学思维,沟通和创造力是数学教育的关键目标,与解决问题和创新有关.
- 学生的信念和性格显著影响学习,战略使用和坚持.
- 关于这些构造在服务前小学数学教师之间的相互关系的研究有限.
研究的目的:
- 检查数学思维感知,数学沟通倾向和创造性思维倾向之间的关系.
- 在服务前的小学数学教师中,使用结构方程建模 (SEM) 测试一个假设模型.
主要方法:
- 与615名服务前教师进行的相关调查设计.
- 使用描述性统计,相关性和预测算法进行数据分析 (IBM SPSS统计 24).
- 结构方程建模 (SEM) 使用标准化回归系数和适应指数 (AMOS).
主要成果:
- 问题解决和高阶思维的感知直接和间接地预测了创造性思维倾向.
- 感知推理间接预测创造性思维倾向仅通过数学沟通.
- 数学沟通倾向对创造性思维倾向表现出最强的直接影响,作为调解者.
结论:
- 数学沟通在培养创造性思维能力方面起着至关重要的调解作用.
- 教师教育计划应该优先培养数学沟通与创造性思维一起.
- 将这些技能赋予未来的教师,将使他们能够通过多样化的过程来促进创造性思维.
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