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Journals / Journal for the Mathematics Education and Teaching Practices / 2024 / Volume: 5 Issue: 2

Multi-solution teaching activity for developing mathematical creativity of gifted students

Hafize Gamze Kırmızıgül(ALİ KUŞÇU BİLİM VE SANAT MERKEZİ)0000-0002-9573-0801
Pages
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Publication Date
2024-12-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

By analysing all the drawings of the students, it was concluded that they consciously performed the desired operation of each problem.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Mathematical creativity is a skill that comes to the fore especially in problem solving and is expected to develop in students.
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Key Findings & Data:In this direction, the multi-solution task activity ‘Dividing a Square into Four Equal Parts’ developed by Hershkovitz et al. (2009) was used in the preparation and implementation processes of the teaching activity.
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Conclusion & Impact:By analysing all the drawings of the students, it was concluded that they consciously performed the desired operation of each problem.
🔬Design:Teaching Practice
📍Scope:2009 Verileri
⚙️Variables:Mathematical creativity · Gifted students · Math teaching practise

Abstract

Mathematical creativity is a skill that comes to the fore especially in problem solving and is expected to develop in students. In this sense, it is important to provide opportunities for gifted students to develop their creativity and mathematical creativity skills in mathematics learning processes. The aim of this study is to realise an instructional activity that can be used in the development of mathematical creativity in gifted students and can offer them multiple perspectives. In this direction, the multi-solution task activity ‘Dividing a Square into Four Equal Parts’ developed by Hershkovitz et al. (2009) was used in the preparation and implementation processes of the teaching activity. The results obtained as a result of the activity showed that the students developed a high level mathematical perspective and proposed new types of solutions for the three questions asked in the activity. Moreover, as an important result, this teaching activity provided students with a different perspective in terms of mathematical flexibility, fluidity and originality. By analysing all the drawings of the students, it was concluded that they consciously performed the desired operation of each problem.

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Cite This Article

Kırmızıgül, H. G. (2024). Multi-solution teaching activity for developing mathematical creativity of gifted students. Journal for the Mathematics Education and Teaching Practices, Volume: 5 Issue: 2. https://doi.org/10.5281/zenodo.14599909

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