Voorgraadse wiskunde-onderwysers se oortuigings oor en implementering van kreatiewe denke tydens wiskunde-probleemoplossing

Abstract

The teaching of school mathematics through problem-solving as well as the implementation of creative thinking in the senior and FET phase are major challenges for most teachers. Although the mathematics curriculum emphasizes that the development of learners' creative thinking in all aspects of learning is important, it still appears that learners give too much regard to routine processes and algorithms. Learners are therefore passive observers in the mathematics classroom. Because of this, learners do not get the opportunity to discover for themselves or think for themselves. In this research study, I attempted to determine what senior and FET undergraduate mathematics teachers' beliefs involve in creative thinking. This research study also examines senior and FET phase undergraduate mathematics teachers' implementation of creative thinking during math problem-solving. This study therefore focuses on creative thinking, math problem-solving, beliefs and implicitly looking at self-directed learning. Semi-structured interviews were conducted to clarify what creative thinking entails. In addition, participants completed a problem-solving task to investigate how creative thinking levels affect the solving of mathematical problems. Results show that the implementation of creative thinking promotes multiple problem-solving methods and vice versa. What is also apparent in this study is that present ways of mathematics teachers suppresses creative thinking by using rules, procedures and formulas that leave little room for discovery.