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ERIC Number: EJ854978
Record Type: Journal
Publication Date: 2005-May
Pages: 9
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1443-1475
Divergence and Convergence of Mental Forces of Children in Open and Closed Mathematical Problems
Sak, Ugur; Maker, C. June
International Education Journal, v6 n2 p252-260 May 2005
In this study we investigated relationships between convergent and divergent thinking with an emphasis on fluency, originality, flexibility and elaboration in the mathematical domain. A related purpose was to examine relationships between problem types in mathematical tasks. The math section of a performance-based assessment was used to assess 857 Grade 1 to 6 students' performance in the mathematical domain. Statistically significant correlations were found between divergent and convergent thinking, and between convergent thinking and the components of divergent thinking. Also, this study provided evidence for the construct validity of the Problem Continuum Matrix (Schiever and Maker, 1991, 1997). Correlations between problem types varied according to the proximity of the types to each other. (Contains 6 tables.)
Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A