Lise Öğrencilerinin Matematiksel Örnek Üretme Stratejilerinin ve Yaratıcılıklarının İncelenmesi

Abstract

Mathematics needs generations who are familiar with concepts far from rote and can use them when necessary. These needs can be met with mathematical tools that will be used effectively in the educational environment. For this reason, it has been purpose of the research to examine student achievement and creativity in example generating strategies that look on students as a part of the process. In the study, answers are sought to two questions; 'What is the level of success of the high school students in example generating strategies?' and 'What is the level of the students' mathematical creativity?'. Data of the study were obtained through example generating inventory containing 13 open-ended questions and semi-structured interviews with 8 different students selected according to their creativity scores. Students' mathematical creativity scores were obtained by examining the sub-dimensions of fluency, flexibility and originality. As a result of this research, it was seen that the students produced fewer examples that had more limitations in the example generating strategies. This situation also caused the mathematical creativity scores of the questions with more limitations to be lower. Some of the individual differences that cause this situation are that students are afraid of making mistakes, not knowing the definition, and having difficulties in applying the definition. Based on the findings of the research, it can be said that the example generating inventory can be used as an effective tool both to develop creativity and to reveal the cognitive map of what the student thinks.