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The effect of group dynamics on high...

Nahornick, Ashley.

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The effect of group dynamics on high-school students' creativity and problem-solving strategies with investigative open-ended non-routine problems.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of group dynamics on high-school students' creativity and problem-solving strategies with investigative open-ended non-routine problems./
作者:	Nahornick, Ashley.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	297 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621787
ISBN:	9781303931772

The effect of group dynamics on high-school students' creativity and problem-solving strategies with investigative open-ended non-routine problems.
Nahornick, Ashley.

The effect of group dynamics on high-school students' creativity and problem-solving strategies with investigative open-ended non-routine problems. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 297 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2014.

Creativity is at the heart of mathematics, yet many students have little opportunity to experience creativity within mathematics classrooms. By creating and structuring problems in ways designed to develop flexible mathematical thinking, students can experience mathematical creativity (Dreyfus & Eisenburg, 1996). The aim of this study was to determine the extent to which, for high-school students, individual versus group activities have an impact on the creativity on the problem-solving strategies when solving investigative open-ended non-routine mathematics questions. Answers from individual students and groups were compared and contrasted by evaluating the creative process and classifying the strategies and resources employed.

ISBN: 9781303931772Subjects--Topical Terms:

641129
Mathematics education.

The effect of group dynamics on high-school students' creativity and problem-solving strategies with investigative open-ended non-routine problems.
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500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
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520 $a Creativity is at the heart of mathematics, yet many students have little opportunity to experience creativity within mathematics classrooms. By creating and structuring problems in ways designed to develop flexible mathematical thinking, students can experience mathematical creativity (Dreyfus & Eisenburg, 1996). The aim of this study was to determine the extent to which, for high-school students, individual versus group activities have an impact on the creativity on the problem-solving strategies when solving investigative open-ended non-routine mathematics questions. Answers from individual students and groups were compared and contrasted by evaluating the creative process and classifying the strategies and resources employed.
520 $a The study was qualitative in nature, using the data-gathering technique of guided questioning. Participants included twenty-nine Grade 10 students from a public high school in the Greater Toronto Area in Canada. Students who either had taken or were currently taking academic Grade 10 mathematics were recruited to participate. Students worked on an investigative open-ended non-routine mathematics question in groups or individually. Answers from individual students and groups were compared and contrasted by evaluating the creative process and classifying the strategies employed by mathematical problem-solving specialists. Ten individual responses and six group responses were examined.
520 $a Student responses to the investigative open-ended non-routine problems suggest that there is little difference between group and individual problem-solving approaches and strategies. Almost all of the study participants approached the investigative open-ended non-routine problems by researching information and creating an algebraic formula. The data also suggest students' level of creativity was greater when working in a group, compared to when working alone. Lastly, individuals and groups tended to use the same number and types of resources. When students were allowed to work with an investigative open-ended non-routine problem, they were able to "do" mathematics on their own, rather than having it done for them. To that end, students need to interact with problems that force them to critically analyze situations, make unguided mathematical decisions, and work with unfamiliar situations.
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