This study compares the subject matter appeared on traditional Thai textbooks and Japanese textbooks and analyzes how extension and integration sequence on Japanese textbooks evokes students＇ mathematical creativity....This study compares the subject matter appeared on traditional Thai textbooks and Japanese textbooks and analyzes how extension and integration sequence on Japanese textbooks evokes students＇ mathematical creativity. The data were collected from the series of four lessons in the fifth grade by teaching experiment methodology conducted following the professional development project implemented lesson study and open approach in Thailand. The results show that extension and integration sequence is an appropriate subject matter to generate lesson for problem-solving classroom. The sequence of lesson leads students to excitement, curiosity, confidence and intimacy in mathematics that are powerful effects of mathematical creativity. Students can produce the different and various ways to solve problems that indicate their divergent thinking.展开更多
A variation account was applied to divergent thinking accommodated as a kind of creative thinking. To provide control （contrast） condition the variation account was applied to psychometric intelligence. Guilford＇s ...A variation account was applied to divergent thinking accommodated as a kind of creative thinking. To provide control （contrast） condition the variation account was applied to psychometric intelligence. Guilford＇s （1956, 1967, 1988） theory of divergent-----convergent thinking served the background of our study. The main premise was that creative variation represents ＂thought trials＂ with diverse ways to find a solution to the problem. Task demands and the respective creative problem solving reveal advantageous sources that suggest the variation. Probably, uncertainty, information search, and finding alternatives extracted from memory precede, entail and provide variety of seeking, as well. A principal hypothesis to be tested was that divergent thinking enables its variation rather than intelligence does that to its variation. As predicted, the divergent thinking and its variation were related. Compared to uncreative, creative persons were characterized by larger variation. Apart from the mathematical intelligence, other kinds of intelligence and their variation did not correlate. Mainly, the data obtained, thus, lend support to the claimed hypothesis.展开更多
文摘This study compares the subject matter appeared on traditional Thai textbooks and Japanese textbooks and analyzes how extension and integration sequence on Japanese textbooks evokes students＇ mathematical creativity. The data were collected from the series of four lessons in the fifth grade by teaching experiment methodology conducted following the professional development project implemented lesson study and open approach in Thailand. The results show that extension and integration sequence is an appropriate subject matter to generate lesson for problem-solving classroom. The sequence of lesson leads students to excitement, curiosity, confidence and intimacy in mathematics that are powerful effects of mathematical creativity. Students can produce the different and various ways to solve problems that indicate their divergent thinking.
文摘A variation account was applied to divergent thinking accommodated as a kind of creative thinking. To provide control （contrast） condition the variation account was applied to psychometric intelligence. Guilford＇s （1956, 1967, 1988） theory of divergent-----convergent thinking served the background of our study. The main premise was that creative variation represents ＂thought trials＂ with diverse ways to find a solution to the problem. Task demands and the respective creative problem solving reveal advantageous sources that suggest the variation. Probably, uncertainty, information search, and finding alternatives extracted from memory precede, entail and provide variety of seeking, as well. A principal hypothesis to be tested was that divergent thinking enables its variation rather than intelligence does that to its variation. As predicted, the divergent thinking and its variation were related. Compared to uncreative, creative persons were characterized by larger variation. Apart from the mathematical intelligence, other kinds of intelligence and their variation did not correlate. Mainly, the data obtained, thus, lend support to the claimed hypothesis.
