Encouragement of Mathematical Creativity Using the Activity - Based Learning

Abstract

Abstract

            The objectives of this research were: 1) to design a learning management that encourages mathematical creativity using the activity-based learning, 2) to study the results of a learning management that encourages mathematical creativity using the activity-based learning, and 3) to develop a model of a learning management that encourages mathematical creativity using the activity-based learning. The research sample consisted of 3 groups including mathematics teachers, professional students in mathematics teaching, and primary students of grade 5. The research tools comprised a learning management plan that encourages mathematical creativity using the activity-based learning, mathematical creativity test, the questionnaire about attitude toward mathematics and learning ambition. The data analysis was done using frequency, percentage, mean, standard deviation, and content analysis. The results were as follows:

            1) Learning management that encourages mathematical creativity using the activity-based learning is a learning management process that promotes learners’ willingness to think and act creatively, which is unique, different, and distinguished, or their constant improvement of the way of thinking in consideration of multiple solving methods and ability to quickly find multiple solutions under the time specified. It is composed of seven steps including interest generating, knowledge building, group learning creation, knowledge sharing, knowledge summary, skill training, and appreciation;

            2) Most of the sample of the primary students in grade 5 had Good level of the mathematical creativity which represented 73.53%, followed by Fair level accounted for 16.18% and Poor level accounted for 5.88%, respectively. Overall, the students demonstrated High level for the attitude towards mathematics and learning ambition after the learning management that encourages mathematical creativity using the activity-based learning; and

            3) The model of a learning management that encourages mathematical creativity using the activity-based learning is a learning management process with a focus on individual practices and group activities that stimulate learners to express and present their ideas for solving problems under new situations and to be able to quickly come up with multiple solutions in a timely and distinguished manner. It is divided into five steps including interest generating, knowledge building, group learning creation, knowledge sharing and appreciation, and knowledge summary.