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<p>Although considerable research has been conducted on mathematical modelling and mathematical creativity separately, relatively few studies have explored their intersection. This study builds on the framework established by Lu and Kaiser to conceptualise creativity in mathematical modelling. In the paper an elaborated model of creativity that is unique to mathematical modelling is presented and appropriate assessment methods are developed. Creativity is redefined in this context and a new method for measuring it is proposed. The method extends the previously identified elements of creativity for mathematical modelling and includes an empirical test to assess creativity in mathematical modelling. In the study 141 pre-service mathematics teachers from two types of teacher education institutes in China were assessed on their creativity performance&#xa0;in mathematical modelling using the newly developed scoring system. Statistical analysis revealed significant findings: preservice mathematics teachers showed different levels of creativity in different modelling tasks, and significant differences in creativity were observed between the groups from two different institutes. These findings enrich the understanding of how creativity manifests itself in mathematical modelling. They also highlight the importance of developing pedagogical strategies to foster and assess creative competencies in future mathematics teachers.</p>

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Mathematical creativity in modelling: further development of the construct, its measurement, and its empirical implementation

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年1月23日

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  • Xiaoli Lu,
  • Gabriele Kaiser,
  • Yan Zhu,
  • Huimin Ma,
  • Yuan Yan

摘要

Although considerable research has been conducted on mathematical modelling and mathematical creativity separately, relatively few studies have explored their intersection. This study builds on the framework established by Lu and Kaiser to conceptualise creativity in mathematical modelling. In the paper an elaborated model of creativity that is unique to mathematical modelling is presented and appropriate assessment methods are developed. Creativity is redefined in this context and a new method for measuring it is proposed. The method extends the previously identified elements of creativity for mathematical modelling and includes an empirical test to assess creativity in mathematical modelling. In the study 141 pre-service mathematics teachers from two types of teacher education institutes in China were assessed on their creativity performance in mathematical modelling using the newly developed scoring system. Statistical analysis revealed significant findings: preservice mathematics teachers showed different levels of creativity in different modelling tasks, and significant differences in creativity were observed between the groups from two different institutes. These findings enrich the understanding of how creativity manifests itself in mathematical modelling. They also highlight the importance of developing pedagogical strategies to foster and assess creative competencies in future mathematics teachers.