Creativity training in problem solving: A model of creativity in mathematics teacher education

Abstract

Background: The goal of the pedagogical content course is to teach how to make mathematics education better through the use of different teaching methods, and techniques. By learning the different teaching methods, future teachers will be able to apply their learning into the teaching. Aims: The aim of this exploratory study is to note and discuss some of the diversified views in the perspectives of the prospective mathematics teachers on improving creative thinking in problem solving. Sample: 43 prospective secondary mathematics teachers participated in the study. Method: All the participants were observed and interviewed during the eleven-week of that academic year. Data were recorded and transcribed. Results: The results related to prospective mathematics teachers’ views on how to improve creative thinking, and to provide an analysis on their perception of creativity in problem solving were found. The pedagogical knowledge of mathematics content course should be reconsidered in how to provide subject matter knowledge, and opportunities to teach creative problem solving techniques. This will contribute to the goal of improving creativity in problem solving in mathematics education. In brief, creative training can really enhance creativity. Conclusion: Authors’ experiences indicated that the most effective method is to provide a relevant training. Teacher training should be redesign according to creative problem teaching techniques. These include the use of creative problem solving to allow future teachers a chance to have experience and training. The factors of divergent thinking determined were special characteristics, types of thinking, supporting creativity, factors affecting creativity, and the ways to improve creativity.