Abstract
This quantitative study examined the notion of mathematical creativity and its relationship to epistemological beliefs of the nature of mathematics and mathematical anxiety. The participants were assessed in this study using the following instruments: Creative Ability in Mathematics, Mathematics Belief Questionnaire, the General Assessment Criteria, and the Abbreviated Math Anxiety Scale. The following questions guided this study: What effect does a punctuated, intentional experience to mathematical creativity have on elementary pre-service teacher’s mathematical creativity? What effect does a punctuated, intentional experience to mathematical creativity have on elementary pre-service teacher’s mathematical beliefs? What relationship exists between elementary pre-service teacher’s mathematical creativity and their mathematical beliefs? What relationship exists between elementary pre-service teacher’s mathematical creativity and mathematical anxiety? The study employed a counterbalance design, randomizing a class of elementary pre-service teachers into two groups and giving a pre- and post-test to determine if significant differences exist in the participants who are exposed to problem posing, divergent thought and invented strategies, that is, a punctuated, intentional experience to mathematical creativity. This difference was also gauged using repeated measures during the study. Furthermore, beliefs and anxiety were correlated with mathematical creativity employing pre- and post-test measures. The findings of this study suggest that mathematical creativity can be fostered and sustained under certain conditions. Also, mathematical beliefs and anxiety, according to the results, are significantly impacted by intentional experiences with mathematical creativity – alternative algorithms, divergent thought, invented strategies, and problem posing.
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