期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：7
页码：2929-2945
DOI：10.29333/ejmste/90994
出版社：Pamukkale Univ Dept Sci Education
摘要：Problem posing and technology are attracting the attention of mathematics educators
because of their potential to affect positively many aspects of students’ learning. Little
research has been done on the relationship between technology and mathematical
creativity. The present study investigates this issue in the context of problem posing,
in the presence and absence of a strategy for problem posing (the “what-if-not”
strategy). Participants were pre-service mathematics teachers. The research was
conducted during the academic year 2013-2014. Participants were randomly divided
into four groups of 19 to 21 participants and who differed in their use of technology
and of the what-if-not strategy. The participants who used technology used the Paper
Pools applet. The data was collected from the participants’ posing problems on a
specific mathematics situation; the Paper Pool situation. The data analysis was done
using SPSS 18.0. The research findings indicate that the combination of technology and
the what-if-not strategy has a positive and significant effect on the three components
of participants’ creativity: fluency, flexibility and originality. Separately, both technology
and the what-if-not strategy had a positive and significant effect on participants’
fluency and flexibility related to problem types, but not related to strategy types. The
findings also indicate that the originality of participants who worked without
technology but with the what-if-not strategy was significantly lower than that of
participants who worked with technology, whether with or without the what-if-not
strategy. Thus, results indicated that technology is more effective than the what-if-not
strategy in encouraging originality in problem posing. We recommend the use of
technology together with the what-if-not strategy to enhance pre-service teachers’
mathematical thinking, because this combination makes available for student’s
learning multiple agencies required for his/her creative acts.
关键词：creativity; problem posing; pre-service teachers; technology; what-if-not;
strategy
