Examining Mathematical Creativity Among Mongolian Ninth-Grade Students Using Problem-Posing Approach

Otgonbaatar Khajidmaa


In the 21st century, creativity has been emphasized as one of the crucial skills needed to tackle challenges stemming from technology advancement and rapid changes in society and the labor market. Therefore, various countries include the development of creativity in their education policies and curricula. Like many other countries, the Mongolian national curriculum aims to develop creativity across the subjects. Specifically, the math curriculum emphasizes mathematical creativity as a learning outcome to be measured. The intended policies and the curricula emphasize creativity; at the same time, it has been a challenging task for educators to boost and measure creativity. The present study attempts to examine mathematical creativity among Mongolian students. Research participants were 278 ninth-grade students from urban, suburban, and rural schools in Mongolia. The students completed a mathematical problem-posing test. The study found Mongolian ninth-grade students have lower mathematical creativity. The findings suggest that students' ability to think in a variety of and novel ways should be supported through various effective teaching strategies.

Keywords: mathematical creativity, fluency, flexibility, originality, problem-posing

DOI: 10.7176/JEP/11-27-08

Publication date:September 30th 2020

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ISSN (Paper)2222-1735 ISSN (Online)2222-288X

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