Framework for Fostering Mathematical Creativity among Engineering Undergraduates
Journal of Global Research in Education and Social Science, Volume 17, Issue 2,
The use of Creative Problem Solving skills to solve open-ended mathematical problems can be added to the curriculum to help improve the mathematical creativity of engineering undergraduates and assist them to better solve real-world problems in the future. To date, there is no such framework used to foster mathematical creativity through Creative Problem Solving processes with the use of open-ended mathematical problems among engineering undergraduates. Therefore, there is a need to establish a workable framework to foster mathematical creativity among engineering undergraduates. This research is a case study which employed a qualitative exploratory research design to find out the Creative Problem Solving processes carried out by engineering undergraduates, and to investigate their mathematical creativity while they are engaged in solving twelve open-ended mathematical problems. The study included final year Mechanical engineering undergraduates in Unversiti Teknologi Malaysia, Malaysia and analyzed for 3 months. The qualitative data were analyzed from the recording sheets, audio transcripts, and documents. All three different data collection methods were also used to verify the data and it can be implied that creative ideas generated by engineering undergraduates were related to their creative solutions. Their creative ideas were linked to their mathematical creativity. A relationship was found between the Creative Problem Solving and mathematical creativity fostered. This study is significant in such a way that it is used to construct and design a framework for fostering mathematical creativity among engineering undergraduates in solving open-ended mathematical problems with the use of Creative Problem Solving skills. The framework can be used as a guideline to help engineering undergraduates to solve open-ended mathematical problems. Scholars and instructors may also find the results useful for the purpose of curriculum improvement in undergraduates’ engineering and mathematics education.
- Mathematical creativity
- convergent and divergent thinking
- engineering undergraduates
- creative problem solving
How to Cite
Delvin K. What is mathematical creativity, how do we develop it, and should we try to measure it? part 2; 2019. Available: https://www.mathvalues.org/masterblog/2019/1/26/what-is-mathematical creativity-how-do-we-develop-it-and-should-we-try-to-measure-it-part-2.
Ervynck G. Mathematical creativity. In: Tall D, editor. Advanced mathematical thinking. Dordrecht: Kluwer Publishers. 1991;42-53.
Klymchuk S, Zverkova T, Gruenwald N, Sauerbier G. University students’ difficulties in solving application problems in calculus: student perspectives. Math Educ Res J. 2010;22(2):81-91.
Adams PA, Kaczmarczyk S, Picton P, Demian P. Improving problem-solving and Encouraging Creativity in Engineering Undergraduates. International Conference on Engineering Education, Portugal; 2007.
De Vere I. Developing creative engineers: a design approach to engineering education; 2009.
Leikin R. Exploring mathematical creativity using multiple solution tasks. Creativity Math Educ Gifted Stud. 2009;9:129-45.
Kwon ON, Park JH, Park JS. Cultivating divergent thinking in mathematics through an open-ended approach. Asia Pacific Educ Rev. 2006;7(1):51-61.
Foong PY. Open-ended problems for higher-order thinking mathematics. Teach Learn. 2000;20(2):49-57.
Keh LK, Ismail Z, Yusof YM. Creativity among geomatical engineering students. IES. international ed. 2017;10(4).
Idris N, Nor NM. Mathematical creativity: usage of technology. Procedia Soc Behav Sci. 2010;2(2):1963-7.
Kamaruzaman FM, Hamid R, Mutalib AA. A review on issues and challenges in incorporating complex engineering problems in engineering curriculum and proposed solutions. In: 7th World Engineering Education Forum (WEEF). IEEE Publications. 2017; 2017:697-701.
Ihejieto DO. Parallelism in performance and the multifactor perspective to the instructional process—a case study of poor achievements in mathematics in a single sex school setting. Int J Math Educ Sci Technol. 1995;26(4):559-65.
Firouzian S, Ismail Z, Rahman RA, Yusof YM. Mathematical learning of engineering undergraduates. Procedia Soc Behav Sci. 2012;56:537-45.
Felder RM. On creating creative engineers. Eng Educ. 1987;77(4):222-7.
Dacey JS. Fundamentals of creative thinking. Lexington, MA: lexington Books; 1989.
Liu Z, Schonwetter DJ. Teaching creativity in engineering. Int J Eng Educ. 2004;20(5):801-8.
Isaksen SG, Dorval KB, Treffinger DJ. Creative approaches to problem-solving: A framework for innovation and change. SAGE publications; 2010.
Lumsdaine E. Creative problem solving in capstone design. In: ASEE Annual Conference & Exposition (ASEE 2007); 2007.
Torrance EP. Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Service; 1974.
Treffinger DJ, Isaksen SG, Stead-Dorval KB. Creative Problem Solving: an introduction. Prufrock Press Inc; 2005.
Runco MA. Creativity as an educational objective for disadvantaged students (RBDM 9306). Storrs: University of Connecticut. The National Research Center on the Gifted and Talented; 1993.
Osborn AF. Applied imagination: principles and procedures of Creative Problem Solving (3rd rev. ed.). Buffalo, NY: Creative Education Foundation Press (Original work published 1953); 1993.
Moreno DP, Yang MC. Creativity in transactional design problems: nonintuitive findings of an expert study using scamper. In: DS 77. Proceedings of the DESIGN 2014 13th international design conference. 2014;569-78.
Isaksen SG. A review of brainstorming research: six critical issues for inquiry. Buffalo: Creative Research Unit, Creative Problem Solving Group; 1998.
Balka DS. Using research in teaching: Creative ability in mathematics. Arithmetic Teach. 1974;21(7):633-6.
Abstract View: 103 times
PDF Download: 3 times