Fostering creativity through instruction rich in mathematical problem solving and problem posing

Although creativity is often viewed as being associated with the notions of “genius” or exceptional ability, it can be productive for mathematics educators to view creativity instead as an orientation or disposition toward mathematical activity that can be fostered broadly in the general school population. In this article, it is argued that inquiry-oriented mathematics instruction which includes problem-solving and problem-posing tasks and activities can assist students to develop more creative approaches to mathematics. Through the use of such tasks and activities, teachers can increase their students’ capacity with respect to the core dimensions of creativity, namely, fluency, flexibility, and novelty. Because the instructional techniques discussed in this article have been used successfully with students all over the world, there is little reason to believe that creativity-enriched mathematics instruction cannot be used with a broad range of students in order to increase their representational and strategic fluency and flexibility, and their appreciation for novel problems, solution methods, or solutions.     

Systems thinking and mathematical problem solving

Problem solving lies at the core of engineering and remains central in school mathematics. Word problems are a traditional instructional mechanism for learning how to apply mathematics to solving problems. Word problems are formulated so that a student can identify data relevant to the question asked and choose a set of mathematical operations that leads to the answer. However, the complexity and interconnectedness of contemporary problems demands that problem‐solving methods be shaped by systems thinking. This article presents results from three clinical interviews that aimed at understanding the effects that traditional word problems have on a student’s ability to use systems thinking. In particular, the interviews examined how children parse word problems and how they update their answers when contextual information is provided. Results show that traditional word problems create unintended dispositions that limit systems thinking.     

Coding strategic behaviour in mathematical problem solving

There has been some debate about the extent to which contextual'stories' and graphical images can help pupils to think their way through numerical problems. The degree to which contexts stimulate useful'models to think with' may vary considerably. Some contexts seem to encourage children to reason more effectively, but others have little impact either on pupils'performance, or on the way in which they tackle the computations required. In this study three sets of four questions involving subtraction and division were trialled with a total sample of 1795 Year 6 to 9 pupils. In each comparison, about a quarter of the pupils could answer the question only when it was presented in context, or only out of context, but not both. Pupils' methods of working were analysed to reveal differences in their approach to the different questions.     

The state-of-art in mathematical creativity

Creativity is a topic which is often neglected within mathematics teaching. Usually teachers think that it is logic that is needed in mathematics in the first place, and that creativity is not important and learning mathematics. On the other hand, if we consider a mathematician who develops new results in mathematics. we cannot overlook his/her use of the creative potential. Thus, the main questions are as follows: What methods could be used to foster mathematical creativity within school situations? What scientific knowledge, i.e. research results, do we have on the meaning of mathematical creativity?     

Interactions between subgoals and understanding of problem situations in mathematical problem solving

The purpose of this paper is to investigate solver's use of subgoals in mathematical problem solving processes. For this purpose, the process in which a solver tackled a rather difficult problem will be analyzed, focusing on how he established subgoals and how these subgoals affected his solving activity. This analysis will imply an interactive relation between subgoals established by the solver and his understanding of the problem situation. That is, his understanding of the situation supported his generation of subgoals, and those subgoals influenced his understanding positively or negatively. His use of subgoals will be also examined from the viewpoint of metacognition, and this examination will suggest the difficulty of escaping from the influence of a subgoal.     

Connecting mathematical creativity to mathematical ability

This study aims to investigate whether there is a relationship between mathematical ability and mathematical creativity, and to examine the structure of this relationship. Furthermore, in order to validate the relationship between the two constructs, we will trace groups of students that differ across mathematical ability and investigate the relationships amongst these students’ performance on a mathematical ability test and the components of mathematical creativity. Data were collected by administering two tests, a mathematical ability and a mathematical creativity test, to 359 elementary school students. Mathematical ability was considered as a multidimensional construct, including quantitative ability (number sense and pre-algebraic reasoning), causal ability (examination of cause–effect relations), spatial ability (paper folding, perspective and spatial rotation abilities), qualitative ability (processing of similarity and difference relations) and inductive/deductive ability. Mathematical creativity was defined as a domain-specific characteristic, enabling individuals to be characterized by fluency, flexibility and originality in the domain of mathematics. The data analysis revealed that there is a positive correlation between mathematical creativity and mathematical ability. Moreover, confirmatory factor analysis suggested that mathematical creativity is a subcomponent of mathematical ability. Further, latent class analysis showed that three different categories of students can be identified varying in mathematical ability. These groups of students varying in mathematical ability also reflected three categories of students varying in mathematical creativity.     

How young students communicate their mathematical problem solving in writing

This study investigates young students’ writing in connection to mathematical problem solving. Students’ written communication has traditionally been used by mathematics teachers in the assessment of students’ mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students’ mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9–12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students’ use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication.     

A mathematical programming viewpoint for solving the ultimate pit problem

In 1965 Helmut Lerchs and Ingo Grossmann presented to the mining community an algorithm to find the optimum design for an open pit mine. In their words, “the objective is to design the contour of a pit so as to maximize the difference between total mine value of the ore extracted and the total extraction cost of ore and waste”. They modeled the problem in graph theoretic terms and showed that an optimal solution of the ultimate pit problem is equivalent to finding the maximum closure of their graph based model. In this paper, we develop a network flow algorithm based on the dual to solve the same problem. We show how this algorithm is closely related to Lerchs and Grossmann's and how the steps in their algorithm can be viewed in mathematical programming terms. This analysis adds insight to the algorithm of Lerchs and Grossmann and shows where it can be made more efficient. As in the case Lerchs and Grossmann, our algorithm allows us to use very efficient data structures based on graphs that represent the data and constraints.. 1782 1528 V 3     

Finite-difference methods of solving the nonlinear heat-conductivity problem

For the nonlinear heat-conductivity problem, implicit difference schemes are constructed with two methods of approximating a boundary condition. Newton's method and a simple iterative process are applied to solve the proposed difference schemes.Translated from Matematicheskie Metody i Fiziko-Mekhanicheskie Polya, No. 25, pp. 25–28, 1987.     

Recognising mathematical creativity in schoolchildren

Examples of tasks designed to recognise creative thinking within mathematics, used with 11–12-year-old pupuls, are described. The first construct empoyed in the design of these tasks is the ability to overcome fixation. Sometimes pupils demonstrate content-universe fixation, by restricting their thinking about a problem to an insufficient or inappropriate range of elements. Other times they show algorithmic fixation by continuing to adhere to a routine procedure or stereotype response even when this becomes inefficient or inappropriate. The second construct employed is that of divergent production, indicated by flexibility and originality in mathematical tasks to which a large number of appropriate responses are possible. Examples of three categories of such tasks are described: (1) problem-solving, (2) problem-posing, and (3) redefinition. Examples of pupils’ responses to various tasks are used to argue that they do indeed reveal thinking that can justifiably be described as creative. The relationship to conventional mathematics attainment is discussed-mathematics attainment is seen to limit but not to determine mathematical creativity.     

The constrained compartmentalized knapsack problem: mathematical models and solution methods

The constrained compartmentalized knapsack problem can be seen as an extension of the constrained knapsack problem. However, the items are grouped into different classes so that the overall knapsack has to be divided into compartments, and each compartment is loaded with items from the same class. Moreover, building a compartment incurs a fixed cost and a fixed loss of the capacity in the original knapsack, and the compartments are lower and upper bounded. The objective is to maximize the total value of the items loaded in the overall knapsack minus the cost of the compartments. This problem has been formulated as an integer non-linear program, and in this paper, we reformulate the non-linear model as an integer linear master problem with a large number of variables. Some heuristics based on the solution of the restricted master problem are investigated. A new and more compact integer linear model is also presented, which can be solved by a branch-and-bound commercial solver that found most of the optimal solutions for the constrained compartmentalized knapsack problem. On the other hand, heuristics provide good solutions with low computational effort.     

Singaporean students' mathematical thinking in problem solving and problem posing: an exploratory study

This study explored Singaporean fourth, fifth, and sixth grade students' mathematical thinking in problem solving and problem posing. The results of this study showed that the majority of Singaporean fourth, fifth, and sixth graders are able to select appropriate solution strategies to solve these problems, and choose appropriate solution representations to clearly communicate their solution processes. Most Singaporean students are able to pose problems beyond the initial figures in the pattern. The results of this study also showed that across the four tasks, as the grade level advances, a higher percentage of students in that grade level show evidence of having correct answers. Surprisingly, the overall statistically significant differences across the three grade levels are mainly due to statistically significant differences between fourth and fifth grade students. Between fifth and sixth grade students, there are no statistically significant differences in most of the analyses. Compared to the findings concerning US and Chinese students' mathematical thinking, Singaporean students seem to be much more similar to Chinese students than to US students.     

Numerical methods for solving the coefficient inverse problem

Translated from Metody Matematicheskogo Modelirovaniya i Vychislitel'noi Diagnostika, pp. 35–45, Izd. Moskovskogo Universiteta, Moscow, 1990.     

Discontinuous Galerkin methods for solving double obstacle problem

In this article the ideas in Wang et al. [SIAM J Numec Anal 48 (2010), 708–73] are extended to solve the double obstacle problem using discontinuous Galerkin methods. A priori error estimates are established for these methods, which reach optimal order for linear elements. We present a test example, and the numerical results on the convergence order match the theoretical prediction. © 2012 Wiley Periodicals, Inc. Numer Methods Partial Differential Eq 2013     

The non-interior continuation methods for solving theP 0 function nonlinear complementarity problem

In this paper, we propose a new smooth function that possesses a property not satisfied by the existing smooth functions. Based on this smooth function, we discuss the existence and continuity of the smoothing path for solving theP ₀ function nonlinear complementarity problem ( NCP). Using the characteristics of the new smooth function, we investigate the boundedness of the iteration sequence generated by the non-interior continuation methods for solving theP ₀ function NCP under the assumption that the solution set of the NCP is nonempty and bounded. We show that the assumption that the solution set of the NCP is nonempty and bounded is weaker than those required by a few existing continuation methods for solving the NCP     

Comparing eye movements during mathematical word problem solving in Chinese and German

Language plays an important role in word problem solving. Accordingly, the language in which a word problem is presented could affect its solution process. In particular, East-Asian, non-alphabetic languages are assumed to provide specific benefits for mathematics compared to Indo-European, alphabetic languages. By analyzing students’ eye movements in a cross-linguistic comparative study, we analyzed word problem solving processes in Chinese and German. 72 German and 67 Taiwanese undergraduate students solved PISA word problems in their own language. Results showed differences in eye movements of students, between the two languages. Moreover, independent cluster analyses revealed three clusters of reading patterns based on eye movements in both languages. Corresponding reading patterns emerged in both languages that were similarly and significantly associated with performance and motivational-affective variables. They explained more variance among students in these variables than between the languages alone. Our analyses show that eye movements of students during reading differ between the two languages, but very similar reading patterns exist in both languages. This result supports the assumption that the language alone is not a sufficient explanation for differences in students’ mathematical achievement, but that reading patterns are more strongly related to performance.     

Toward the problem-centered classroom: trends in mathematical problem solving in Japan

In this paper, I summarize the influence of mathematical problem solving on mathematics education in Japan. During the 1980–1990s, many studies had been conducted under the title of problem solving, and, therefore, even until now, the curriculum, textbook, evaluation and teaching have been changing. Considering these, it is possible to identify several influences. They include that mathematical problem solving helped to (1) enable the deepening and widening of our knowledge of the students’ processes of thinking and learning mathematics, (2) stimulate our efforts to develop materials and effective ways of organizing lessons with problem solving, and (3) provide a powerful means of assessing students’ thinking and attitude. Before 1980, we had a history of both research and practice, based on the importance of mathematical thinking. This culture of mathematical thinking in Japanese mathematics education is the foundation of these influences.