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

ISSN: 
2776-1010

Volume 4, Issue 10, Oct. 2023 

58 
For example, a student who learned to find the perimeter of shapes as the sum of sides the student finds 
it difficult to learn other formulas and methods that determine the perimeter according to the 
characteristics of the shapes, and every time he is given a task about the perimeter, he uses the old 
method. 
Intellectual abilities include three types of skills used for creative thinking: 
1.
experimental ability (unconventional thinking and information processing when solving new 
problems and requirements); 
2.
componential ability (observing which ideas are valuable and which are not) 
3.
contextual competence (promoting the fit between one's idea and the environment by 
communicating, receiving feedback, revising and selling one's ideas) (Sternberg and Lubart, 1995) . 
To be truly creative, a person must use three skills in problem solving (Sternberg & Lubart, 1995). A 
person with only experiential ability (otherwise known as synthetic ability) can generate new and 
original ideas, but without a process of verification, may ignore the implementation of ideas. A person 
with only component ability (otherwise called otherwise called analytical ability) can be a critical 
thinker to think and analyze, but not creatively. Only a person with contextual skills can communicate 
ideas in an inspiring and persuasive way, not because they are of good quality, but because the 
presentation is strong.[3] 
 
Mathematical creativity and critical thinking 
, it is recommended by most scientists to encourage diverse and wide-ranging critical thinking. Because 
divergent thinking in problem solving is related to mathematical creativity (Haylock, 1997; Chamberlin 
& Moon, 2005). Balka (1974) divided convergent thinking , which is characterized by identifying 
patterns and breaking out of an established set of thinking, and divergent thinking, which is 
characterized as generating mathematics. turned to thinking. Runko (1993) defined creativity as "a 
multifaceted construct that includes divergent and convergent thinking, problem solving, self-
expression, intrinsic motivation, critical thinking, and self-confidence" (IX - page , Haylock, 1987 ) Of 
course, creativity is not limited to such processes as divergent and convergent thinking. Many studies 
have shown that mathematical creativity includes four types of creative thinking: divergent thinking, 
convergent thinking, intuition and critical thinking (Balka, 1974; Er Vinck, 1991; Guilford, 1967; 
Haylock, 1978 ; Krutetskii, 1976; Singh, 1988; Valli, Many studies have shown that divergent thinking 
and convergent thinking are beneficial for mathematical creativity. Through open-ended problems, 
students can use divergent thinking to explore multiple solutions and then are encouraged to use 
convergent thinking or critical thinking to test their hypotheses.