数学教育における創造性研究の課題

概要

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We had studied Open-end-approaxh in mathematixs education about 30 years ago. I have thought that it was closely related to creativity. Recently, a lot of scholor point out importance of it again and present thesises about it. In this paper, I treat the result of studies of creativity in the past and problems of it in the future. At first, I consider why importance pf creativity is pointed out now, and investigate definition of it in psychology or mathematics education. To give example, Guilford's study is known and famous fora study of creativity in psychology. His study devides thinking into two-convergent and divergent. In his theory, divergent thinking contributes to creativity. In addition, he suuggests that it consist of freqency, fexibility and originality. This theory is used frequently in study of creativity in mathematics education. For example, thesis of Balka, Meyer, Haylock apply it. I gave careful cosideration them, and pointed out problems that should be resolved. In the end, I suggested having a lesson by open-end-approach, as method for fostering creativity.
全国数学教育学会の論文
1999-00-00