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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Die ontwikkeling van wiskundige kreatiwiteit deur modelontlokkende aktiwiteite : oorspronklike navorsing

Volume 31, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173

Abstract

Die vermoë om kreatief te dink en probleme op te los word as noodsaaklik vir ekonomiese en persoonlike sukses beskou. Die tradisionele benadering in klaskamers is nie bevorderlik vir wiskundige kreatiwiteit nie en voornemende onderwysers behoort blootgestel te word aan alternatiewe probleemoplossingsaktiwiteite waardeur wiskundige kennis, bevoegdhede en kreatiwiteit ontwikkel kan word. Navorsingstudies wys op die moontlikhede en suksesse van 'n wiskundige modelleringsbenadering waarin komplekse, oop probleme gebruik word om betekenisvolle wiskundige kennis te ontwikkel en leerders voor te berei vir die alledaagse lewe sowel as vir tersiêre studie en hul beroepe. Modelontlokkende aktwiteite (MOA's) ontwikkel nie net wiskundige kennis nie, maar ook kreatiwiteit. Vyfhonderd-en-een voornemende grondslagfase-onderwysers het verskillende modelontlokkende aktiwiteite (MOA's) in 'n longitudinale projek oor 'n tydperk van twee jaar opgelos. Die doel was om hul eie wiskundige kennis te verbreed en te konsolideer, en terselfdertyd kreatiwiteit en modelleringsbevoegdhede te ontwikkel. Die uiteindelike doel is om hulle voor te berei om wiskundige modellering te gebruik om kreatiwiteit in kinders van ses tot nege jaar te bevorder. Deur die oplos van MOA's word leerders se wiskundige kennis opgebou en gekonsolideer, en verbeter hulle hul probleemoplossingsvaardighede. 'n Raamwerk met vier kriteria vir die identifisering van kreatiwiteit is gebruik om vlakke van kreatiwiteit in die oplossing van MOA's suksesvol te evalueer. Studente se finale modelle het redelik konsekwente vlakke van kreatiwiteit volgens die vier kriteria getoon. Studente se bereidwilligheid om MOA's op te los en met veelvuldige, oorspronklike en bruikbare - dus kreatiewe - oplossings vorendag te kom het ook toegeneem in die tydperk waarin hulle aan modelleringstake blootgestel is.


The ability to think creatively and solve problems is regarded as crucial for economic and personal success. The traditional approach in classrooms is not conducive to mathematical creativity, and prospective teachers should be exposed to alternative problem solving activities through which mathematical knowledge, competencies and creativity can be developed. Research studies have pointed out the possibilities and successes of a modelling approach in which complex, open problems or model-eliciting problems are used to develop meaningful mathematical knowledge and prepare learners for everyday life, as well as for tertiary studies and their occupations. Model-eliciting activities (MEAs) do not only develop mathematical knowledge, but also creativity. Five hundred and one preservice Foundation Phase teachers completed different model-eliciting activities (MEAs) in a longitudinal project over a period of two years. The purpose was to develop and consolidate their own mathematical knowledge, and at the same time develop creativity and modelling competencies. The ultimate purpose of the project is to prepare preservice teachers to use mathematical modelling to develop creativity in young children aged six to nine. Through solving MEAs learners also build and consolidate their mathematical knowledge and improve their own problem-solving abilities. A framework with four criteria for the identification of creativity was successfully used to evaluate levels of creativity in the solutions offered to the MEAs. Preservice teachers' final models displayed reasonably consistent levels of creativity regarding the four criteria. Their willingness to solve MEAs and create multiple, original and useful - therefore creative - solutions also increased over the period of their exposure to modelling tasks.

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/content/aknat/31/1/EJC128695
2012-01-01
2019-12-07

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