Methods for creativity stimulation of students in math courses

• Author: M.A.P. Purcaru/O. Florea
• Position: Faculty of Mathematics and Informatics, Transilvania University of Brasov/Faculty of Mathematics and Informatics, Transilvania University of Brasov
• Pages: 75-86

Bulletin of the Transilvania University of Braşov

Series VII: Social Sciences • Law • Vol. 10 (59) No. 1 - 2017

METHODS FOR CREATIVITY

STIMULATION OF STUDENTS IN MATH

COURSES

M.A.P. PURCARU1 O. FLOREA 2

Abstract: The purpose of the present paper is to highlight, using a comparative study,

different methods for the stimulation of the creativity of students taking part in classes of

Algebra, Geometry, Differential Equations, Special Mathematics. It is analyzed and

exemplified the development of the students’ creativity with: scientific contents taught at

mentioned disciplines; the teaching and learning methods used at courses and seminars

having the goal of teaching this content; the employed methods and evaluation tools; other

approached strategies of differentiate instruction. The creativity of the teacher is also taken

into consideration.

Key words: creativity, flexibility, fluidity, o riginality, perspicacity.

1. Introduction

One of the manifestations of learning is the student’s ability to come up with original

solutions to new problems. This ability is one of the criteria by which the teacher may

assess whether the student has grasped the taught mathematics (Sarrazy & Novotna, 2013).

All learners should have access to mathematics education that promotes their creativity

which would consequently have an impact on their future success (Wessels, 2014). Another

need is to offer innovative, constructivist and socioculturally driven learning programmes to

target the development of students’ critical thinking, reasoning and analytical skills whilst

engaged in working and communicating mathematically to solve mathematics problems

that are authentic, interesting and challenging (Afamasaga-Fuata’I & Sooaemalelagi, 2014).

The solving of the problems has an important role in the field of the mathematical

activities for the cultivation and the education of creativity and inventiveness. To develop a

creative thinking, the students must be encouraged in their activities; their effort should be

appreciated and stimulated even when their answers are not correct. The development of

the thinking and creativity potential is realized through activities that stimulate

independently the intelligence and the originality (Dobritoiu, 2015).

The creativity is a multidimensional concept and it can be exhibited in various domains:

arts, cognitive sciences, psychology, philosophy, etc. In accordance with the Encyclopedic

Dictionary (1993) the creativity is defined as “complex features of the human personality,

consisting in the capacity to realize something new, original” unlike the British

1 Faculty of Mathematics and Informatics, Transilvania University of Braşov, mpurcaru@unitbv.ro.

2 Faculty of Mathematics and Informatics, Transilvania University of Braşov