Pre-service teachers' preparations for designing and implementing creativity-directed mathematical tasks and instructional practices

摘要

The purpose of this study is to observe the changes on pre-service teachers' cognitive (i.e. fluency, flexibility, and originality) and affective outcomes (e.g. perceptions towards creativity-directed tasks, beliefs about the nature of mathematics) related to mathematical creativity after they participated in a creativity-focused mathematics method course. The pre-service teachers (n = 40) were randomly assigned into two groups as the intervention (n = 21) and the control (n = 19). The results revealed that the pre-service teachers who received the intervention developed all of the cognitive and affective outcomes more than the pre-service teachers in the control group (p < .05). The implication of these findings is that integrating creativity-directed tasks into mathematics education college courses can better equip pre-service teachers to develop mathematical creative abilities in their future students.