Problem Solving and Creativity Potential: A Study in Mathematics Teacher Training
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Resumo
Although substantial empirical evidence documents problem-solving and mathematical creativity as distinct phenomena within mathematics education research, investigations examining their intersection across diverse institutional contexts remain limited. This study aims to characterize aspects of creativity and identify creative potential manifested in problem-solving tasks within mathematics teacher education programs. Employing a quantitative-descriptive methodology, the investigation examined 57 pre-service mathematics teachers distributed across four cohorts: two from a public-sector university and two from a private-sector institution in Chile. The assessment instrument employed establishes a rigorous, theoretically grounded framework for examining creativity within a defined educational context through a validated mathematical test comprising five open-ended problems. The instrument operationalizes creativity through four distinct dimensions--fluency, flexibility, originality, and elaboration--yielding composite scores for each dimension. Statistical analysis revealed substantive findings: pre-service mathematics teachers demonstrated heterogeneous levels of creative performance in problem solving, with mean performance at a moderate level; moreover, statistically significant creativity variations emerged across cohorts and educational level strata between the two institutional types. Notably, the findings indicate that educational advancement alone does not constitute a reliable predictor of creative potential. These results underscore the imperative for deliberate cultivation and systematic assessment of creative competencies within mathematics teacher education curricula and contribute to the existing literature by elucidating how creativity manifests empirically in open-ended problem-solving contexts, thereby offering substantive implications for both educational practice and future research directions.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal on Mathematics Education
- Ano
- 2025
- Idioma
- en
- Palavras-chave
- Problem Solving; Mathematics Teachers; Foreign Countries; Preservice Teachers; Public Colleges; Private Colleges; Creativity Tests; Preservice Teacher Education; Creative Thinking; Mathematical Concepts
- Temas
- Avaliação, Formação de Professores de Matemática, Resolução de Problemas
- ISSN
- 2087-8885
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
DíAZ, Verónica; HERNáNDEZ-DíAZ, Alejandro. Problem Solving and Creativity Potential: A Study in Mathematics Teacher Training. Journal on Mathematics Education, 2025. Disponível em: https://eric.ed.gov/?id=EJ1515364. Acesso em: 5 nov. 2026.
APA
Díaz, V., & Hernández-Díaz, A. (2025). Problem Solving and Creativity Potential: A Study in Mathematics Teacher Training. Journal on Mathematics Education. https://eric.ed.gov/?id=EJ1515364
BibTeX
@article{dxedaz2025,
author = {D\íaz, Ver\ónica and Hern\ández-D\íaz, Alejandro},
title = {Problem Solving and Creativity Potential: A Study in Mathematics Teacher Training},
year = {2025},
journal = {Journal on Mathematics Education},
url = {https://eric.ed.gov/?id=EJ1515364},
language = {en}
}RIS
TY - JOUR AU - Díaz, Verónica AU - Hernández-Díaz, Alejandro TI - Problem Solving and Creativity Potential: A Study in Mathematics Teacher Training PY - 2025 JO - Journal on Mathematics Education UR - https://eric.ed.gov/?id=EJ1515364 LA - en ER -
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