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

 
Mathematical creativity development stages , level and its assessment 
Ervinck (1991) proposed three necessary stages for the development of mathematical creativity: 
1.
initial technical stage; 
2.
stage of algorithmic activity ; 
3.
stage of creative (conceptual, constructive) activity. 
The first stage refers to the practical application of mathematical rules and procedures without knowing 
the theoretical source. In the second stage, emphasis is placed on using procedures to perform a 

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ISSN: 
2776-1010

Volume 4, Issue 10, Oct. 2023 

56 
mathematical operation with knowledge of the theoretical source. Finally, the third stage involves 
activities not related to a particular algorithm, where it requires a new understanding of definitions or 
a new theorem and its proof. For example, an algorithmic solution is used to create an equation for a 
word problem or to solve a system of equations by linear combination or substitution .[ 1] 
Steers ( Meager, 2006) lists the following 4 stages of the creative process: 
•
Preparation - in this problem or question is identified, structured and determined; 
•
Excitement-in this, habitual thinking is removed; 
•
Incubation is the initial planning of a problem or idea and possible outcomes are imagined; 
•
Validation is where ideas are analyzed , clustered, evaluated and implemented based on a 
detailed plan. 
A revision of Bloom's 1956 taxonomy by Krathwohl (2002, p.212
–
218; see Figure 4), the taxonomy in 
version prioritizes creativity as a higher order thinking ability. Considers creativity as a process 
encompassing all levels of skills represented in the taxonomy, and an alternative and more accurate 
representation to include increasingly higher-level skills. 
it can be concluded that creativity is the ability of a person to generate new things in the form of new 
ideas and in real work, in the form of characteristics or incompetence, both in new work and in existing 
work. 
assessed based on the four indicators of creativity proposed by Torrance (cited in Silver, 1997) and 
Guilford (cited in Klavir and Hershkovitz, 2008) . These indicators include: 
a) fluency , depending on the number of correct answers given by the student; 
b) flexibility refers to the number of different mathematical concepts and ideas that the student 
discovers, usually away from stereotypes; 
c) development shows the complexity of mathematical thinking, because the student combines different