STUDENT CREATIVITY IN MATHEMATICS EDUCATION IN EARLY CHILDHOOD IN JORDAN

Volume 2 - Issue 1
Sumailah SABBAGH
Pages: 42-52 Download Count : 1171 View Count: 654 Facebook Share on Google+ Save to Zotero Save to Mendeley

Abstract:


This research investigated Mathematics teachers‘ perspectives on childhood student creativity. A group of (31) mathematics teachers completed a Childhood Mathematical Creativity Scale on (4) of their students. Total of (111) students were rated. (20) of them were observed by the researcher to complete the same scale for each child. This study seeks to answer the following questions: Is there a significant difference at the level (0.05 ≥ α) in early childhood teacher perspectives of student mathematical creativity with respect to school type, sex and grade level? Is there agreement ration between the teacher mathematical creativity scale rating and the observable rating on the same scale for the same child? Results indicate that mathematical creativity is not a common aspect for childhood students on Jordan. Kindergarten teachers rated their student the highest on creativity while third grade were rated the lowest. Also the ratio of agreement was moderate.

Keywords

  • Creativity
  • mathematical creativity
  • Early childhood
  • Government schools
  • UNRWA schools and private schools.
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