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ERIC Number: ED545671
Record Type: Non-Journal
Publication Date: 2009
Pages: 201
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1267-5863-8-4
ISSN: N/A
An Exploratory Study of High School Students' Creativity and Mathematical Problem Posing in China and the United States
Yuan, Xianwei
ProQuest LLC, Ph.D. Dissertation, Illinois State University
In recent decades many comparative studies in mathematics have been conducted involving students in China and the United States. There have been claims that U.S. students are more creative than their Chinese counterpart, but Chinese students have better basics in mathematics. Nevertheless, there have been very few comparative studies on creativity in the domain of mathematics. Among all the approaches to creativity in general, problem posing has been used to investigate creativity, although relationships between creativity and problem posing in the domain of mathematics have been claimed without the support of empirical evidence. Most comparative studies involving students from the United States and China have been conducted at the elementary and middle-school levels. This study compared creativity and mathematical problem posing-abilities of two groups of high school students in China, namely a Shanghai group and a Jiaozhou group, and one group of high school students in the United States. This study also explored the relationships between creativity and mathematical problem-posing abilities in the two cultures. A mathematics content test was used to measure students' knowledge of mathematics. The results of the study showed that the Jiaozhou students were better at posing mathematical problems than the other two groups. In terms of creativity, the three groups were similar at thinking creatively on tasks with pictures; but the U.S. students were better at thinking creatively with words than the other two groups. Significant correlations between creativity and mathematical problem-posing abilities were only observed in the Jiaozhou students who achieved much more highly than the other two groups in the mathematics content test. These findings suggested that there are differences in creativity and mathematical problem posing among the three groups and that the relationships between creativity and mathematical problem posing are complicated and vary among different groups of students. Further research is needed to investigate the influence of mathematics content knowledge on students' mathematical problem posing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States