Developing Students' Creative Constructs in Mathematics with Problem-Based (PB) and Problem Posing (PP) Tasks

Authors

  • Dennis B. Roble
  • Laila S. Lomibao
  • Charita A. Luna

DOI:

https://doi.org/10.29173/cjfy29672

Abstract

The purpose of this experimental study was to examine the creative constructs of students enrolled in Differential Calculus at the University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines. This study was composed of 132 engineering and mathematics education students enrolled in two different semesters. The experimental group was chosen randomly, exposed to the problem-based HALP model teaching approach and problem posing while the control group was taught using Polya’s problem-solving heuristics. Multiple Solution Tasks (MST) test in Calculus was administered to determine their creative constructs which can be measured in terms of their level of mathematical fluency, flexibility and novelty of solutions before and after the experiment. Results indicated that the experimental group exhibited a remarkable improvement of their mathematical fluency and flexibility but still in the developing level when they are required to posit novel solutions to problems as influenced by the problem-based HALP and problem posing activities. Hence, it is recommended that mathematics teachers may utilize these methods to successfully develop students’ mathematical creativity and future research may also be explored on integrating technology and how it can influence developing student’s mathematical creativeness as well as the mediating role of their affective domains and IQ (intelligent quotient).

 

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Published

2021-05-02

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Section

Articles