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dc.contributor.advisorRoux, A., Dren_US
dc.contributor.authorNel, J.en_US
dc.date.accessioned2019-08-08T08:32:54Z
dc.date.available2019-08-08T08:32:54Z
dc.date.issued2019en_US
dc.identifier.urihttps://orcid.org/0000-0003-4995-2259en_US
dc.identifier.urihttp://hdl.handle.net/10394/33195
dc.descriptionMEd (Wiskunde-onderwys), North-West University, Potchefstroom Campus
dc.description.abstractThe 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.en_US
dc.language.isootheren_US
dc.publisherNorth-West University (South Africa)en_US
dc.subjectbeliefsen_US
dc.subjectcreative thinkingen_US
dc.subjectmath problem-solvingen_US
dc.subjectundergraduate mathematics teachersen_US
dc.titleVoorgraadse wiskunde-onderwysers se oortuigings oor en implementering van kreatiewe denke tydens wiskunde-probleemoplossingen_US
dc.typeThesisen_US
dc.description.thesistypeMastersen_US
dc.contributor.researchID12040177 - Roux, Annalie (Supervisor)en_US


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