Factors affecting the importance, assessment and development of creativity in primary class mathematics lessons

ISSN: 
2776-1010

Volume 4, Issue 10, Oct. 2023 

54 
important. there are millions of inefficient paths that experienced human mathematicians must avoid" 
(Sriraman , 2009). 
 
Creativity in education and school 
Creativity is common in arts education, but not common in science, technology, engineering and 
mathematics education. Creativity, traditionally associated with art and literature, is characterized as 
an individual activity that seeks to produce something new (Bolden, Harries, & Newton, 2010). 
Creativity can be taught in other subjects as well. James (2015, p. 1032) stated that it is possible to 
create a learning environment that fosters creativity. Creativity is one of the important competencies 
that should be developed through education. Creativity can be fostered in a learning environment 
(Daniel & Laura, 2020). In addition, the development of students' creativity should be integrated with 
the lessons and subjects taught in schools. If we take into account that lessons in schools and other 
educational institutions are organized on the basis of a strict program , system and work plan, it 
becomes clear that developing the student's creative abilities in such conditions is a very difficult task . 
iq tibos quoted his famous words "kills" . When many countries examine the pedagogy of teaching 
mathematics in school settings, they argue that mathematics is limited to memorizing formulas or rules 
(Novak, 2010; Greeno, 2017). Although memorization has its place in learning, memorized knowledge 
is not half as useful as actually understood knowledge and makes maths class boring, causing many 
students to hate maths. 
 
Encouraging creativity in mathematics lessons 
Creativity has also recently been associated with mathematics and is the ability to generate new 
mathematical concepts and ideas (Sriraman, 2009). Decision - making can be considered a creative act 
of doing mathematics (Ervynck, 1991) . argue that 'more demand' (Ervynck, 1991; Sriraman, 2009). For 
any education that aims to prepare students for a future in mathematics or math-intensive careers, the 
development of creativity should be a primary goal. . Special attention should be paid to the 
development of students' creative abilities in mathematics in different ways , small indicators in each 
aspect of creativity should be developed and improved. Mathematics is closely related to creative 
thinking (Chan, 2016) . Mathematics is an important subject for developing students' creative abilities. 
It plays a unique and special role in students' creative development (Wu & Wang, 2002). Based on the 
important role of classroom teaching in the development of students' thinking and abilities, it is 
desirable to further study the ways of systematic development of students' creativity in mathematics 
classes. Thus , special attention should be paid to the development of students' creative abilities in 
mathematics in different ways (Regier & Savic, 2020). Mathematical creativity allows students to 
participate in designing, planning, building, implementing and inventing new ideas ( Sriraman, 2004). 
Mathematical creativity is defined in many literatures as the ability to analyze a given problem from 
multiple perspectives, observe patterns, see similarities and differences, develop multiple ideas, and 
choose an appropriate method to solve an unfamiliar mathematical situation. Although there are many 
definitions of mathematical creativity, in general, it is characterized by two general trends - the ability 

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