Assessing Creative Problem Solving Ability in Mathematics: The DISCOVER Mathematics Assessment

Autor/inn/en	Tan, Sema; Maker, C. June
Titel	Assessing Creative Problem Solving Ability in Mathematics: The DISCOVER Mathematics Assessment
Quelle	In: Gifted and Talented International, 35 (2020) 1, S.58-71 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Sema)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2020.1793702
Schlagwörter	Mathematics Instruction; Problem Solving; Creativity; Academically Gifted; Talent Identification; Gifted Education; Scoring; Age Differences; Instructional Program Divisions; Student Evaluation; Mathematics Tests; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Scores + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Kreativität; Begabtenanalyse; Talentsuche; Bewertung; Age; Difference; Age difference; Altersunterschied; Schulnote; Studentische Bewertung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	The purpose of this study was to revise and revalidate the scoring procedure of the DISCOVER Mathematics Assessment to allow evaluators to better measure creative problem solving ability in mathematics, identify gifted students, and evaluate the programs for creative problem solving. The data consisted of scores of 233 students selected from five different grade levels. We compiled descriptive statistics and conducted regression analyses to compare the relationships between both the original and revised versions of the scoring system and general creativity. The revised scoring system was more effective when predicting variance in general creativity for overall problem-solving performance, and performance in semi-open-ended problems. It also predicted more variance in general creativity for the group Higher Grade Levels than the group Lower Grade Levels. Therefore, we suggested that quality should be considered as well as fluency, flexibility, and originality when scoring assessments for creative problem solving ability in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01