Creativity Studies, 2020, 13(2): 270–291
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can develop a set of attitudes which may influence them into becoming creative, where they
are willing to persevere and attempt their own way of accomplishing something. Robert J.
Sternberg explained creativity by saying,
“Among the attitudes toward life that may generate a person’s creativity is the will-
ingness to (a) redefine problems in novel ways, (b) take sensible risks, (c) “sell”
ideas
that others might not initially accept, (d) persevere in the face of obstacles, and (e) ex-
amine whether their own preconceptions are interfering with their creative process”
(2012, p. 5).
No matter what creativity is believed to be, it is at the foundation of innovation which is
one of the vital ingredients for a country’s development, especially for the knowledge-based
economy. Hence, having creative workforce is important for any country to move forward.
Fortunately, every person has
the potential to be creative, and creativity is closely related to
ideas, feelings, mind, experience and the need of an individual. Four aspects were identified
in defining creativity:
“1) Interaction of aptitude, process, and environment; 2) Perceptible product, 3) Novel
and useful results in new and useful identifiable product for society and 4)
Social con-
text” (Plucker et al., 2004, pp. 90–92).
In mathematics, creativity is resulted when students conceive and create novel approaches
to solving problems that are carefully planned by their mathematics teacher. Aspects of cre-
ativity that is appropriate for their level may be demonstrated as a result of their personal
inquiry. In this study, the process of using creativity to produce novel solutions to the care-
fully planned problems is known as Creative Problem Solving (CPS). CPS has a dual role to
enhance students’ problem solving skills as well as their creativity. Hence, CPS skills refer
to the ability of individuals to solve problems through the development
of creative and bril-
liant ideas. The teaching strategies involve a process of reasoning that encourages students
to think through critical questions and appropriate discussions. Discussions and exposure to
a variety of methods can stimulate students’ desire to be more creative in solving problems
and motivate them to learn.
Teaching creativity is feasible in other subjects too. James (2015, p. 1032) claimed that it
is possible to establish creativity-enhancing learning environment. Her paper (James, 2015,
p. 1041) suggested that mind shifts, reflective and intentional practice, and renewed energy
are required to create learning environment that enhance creativity successfully. Another
study by Kaplan (2019, p. 145) on teaching for creativity development
related how a course
for trainee teachers was successful in inspiring those teacher candidates in applying and
analyzing creativity theory to instruction. Hence, acknowledging the importance of creativ-
ity and viability of teaching creativity to school children, this research study was undertaken
to investigate the impact of CPS in the subject of mathematics on Form 1 (Year 7) students’
creativity and problem solving skills.
Isoda (2010, p. 17) claimed that problem solving approach is a consequence of lesson
study in Japan since more than a century ago. It is also considered a theory of teaching for the
subject of mathematics that involved inculcating self-learning for Japanese school children
(Isoda, 2010, p. 17) which embrace learning how to learn. Meanwhile, Lesh and Zawojewski
(2007, p. 782) clarified that learning of mathematics should be
organized through problem
272
M. Khalid et al. Enhancing creativity and problem solving skills through creative problem...
solving, and proposed a shift from traditional views of problem solving to one that empha-
sizes, “synergistic relationships between learning and problem solving”. This include:
“the process of interpreting a situation mathematically, which usually involves several
iterative cycles of expressing, testing and revising mathematical interpretations – and
sorting out, integrating, modifying, revising and or refining clusters of mathematical
concepts from various topics within and beyond mathematics” (Lesh & Zawojewski,
2007, p. 782).
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