METHODS OF FORMING THE STUDENT'S CREATIVE THINKING IN TEACHING MATHEMATICS IN ELEMENTARY GRADES

Аннотация

Creativity plays an important role in mathematics learning, so teachers must provide students with appropriate learning opportunities. This means using tasks, in particular those with multiple solutions and/or multiple resolutions, that usually require creative thinking and it could be a possible way to promote creativity in students. In this paper, we identify some traits of creativity in elementary pre-service teachers through tasks productions used during math classes. KEYWORDS: Profession, craft, professional games, interest, stage, new pedagogical technology, didactic games. INTRODUCTION instead they should use these procedural tools to explore, test and defend their solutions to Students' mathematical literacy is usually meaningful problems. Creativity plays an determined by how they use their knowledge, important role in mathematics learning, skills and attitudes to solve problems. It is however there is no single description of therefore necessary to offer them diverse creativity, but it can be argued that it begins experiences in order to develop their abilities with curiosity and involves students in for problem solving, so they can take exploring and experimenting, raising their advantage of lifelong learning mathematics. In imagination and originality (e.g. Conway, order to deepen students’ understanding of 1999; Silver, 1997). Research has showed that mathematics, we need to recognize that the what students learn is largely influenced by mastery of rules, algorithms, and strategies is the tasks given to them (Doyle, 1988; Stein & not the end goal of mathematics education, Smith, 2009; Vale, 2009), in particular those “METHODS OF FORMING THE STUDENT'S CREATIVE THINKING IN TEACHING MATHEMATICS IN ELEMENTARY GRADES” P age 323 | 4 with multiple solutions and/or multiple instructional materials that call for resolutions that usually require creative independent and critical problem solvers. The thinking (e.g. Leikin, 2009; Leikin & Pitta- teacher unquestionably affects students Pantazi, 2013). Research also has shown that learning, either with his knowledge and problem posing and problem solving in conceptions on teaching and learning of mathematics are closely related to creativity mathematics, or with the choices he makes and can be characterized by three dimensions: and the actions he develops in his practice fluency, flexibility and originality (e.g. Conway, (Vale, 2009). In the context of mathematics 1999; Leikin, 2009; Silver, 1997). Thus, learning classrooms, teacher, students, and environments, where tasks give students (mathematical) content are linked in a system, opportunities to use several strategies to solve which several researchers called “the and formulate their own problems, may didactical triangle” (Sträβer, 1994) or the involve them in rich mathematical “instructional triangle” (Lampert & explorations, increase their motivation and Ghousseini, 2012), where teaching depends on encourage them to investigate, make the coordination of students’ active decisions, generalize, look for patterns and engagement in meaningful mathematical connections, communicate, discuss ideas and work, and on the materials that are used to identify alternative paths. In this sense the represent the content to be learned in initial training courses in education must teacher-student interaction. In particular, the propose tasks for future teachers to teacher’s role in this instructional system is to experience and deeply explore, so they can assure that students are engaged with content use them with their future students. Thus we in a productive way, where we can highlight developed an exploratory study with the role of the tasks Many of the fragilities that elementary pre-service teachers where our students have in learning mathematics are due main question was: Does problem solving and to teachers' conceptions and attitudes, which posing tasks have the potential to identify the influence their actions in the classroom, and dimensions of creativity in future teachers the interactions with the students, but also to through their written productions? the gaps in mathematical knowledge and in Mathematics teaching Nowadays we are innovative teaching strategies. The tasks that experiencing deep changes in different areas teachers select for their classes are of society, in particular in mathematics fundamental and characterize their work education. So mathematics educators have a (Stein & Smith, 2009). The orientation of great challenge to face mainly in the inquiry, discussion and reflection of ideas is development of higher order thinking skills in critical to student learning and arises only students, such as formulating and solving when teachers have a good knowledge of the problems, reasoning and communication. We subject they teach, how they teach it and need as well to analyze what features of when to teach it. Thus, it is important that teaching and learning are associated with teachers develop certai