Abstract
The article demonstrates that multiple solution tasks (MSTs) in the context of geometry can serve as a research instrument for evaluating geometry knowledge and creativity. Geometry knowledge is evaluated based on the correctness and connectedness of solutions, whereas creativity is evaluated based on a combination of fluency, flexibility, and originality of solutions. In this article, the MST research instrument is introduced in connection with the theoretical analysis of the research literature and then explained and analyzed using geometry students' performance results on one MST. The analysis shows that the research instrument differentiates between students belonging to high- and regular-level instruction groups and sheds light on the interrelations between components of geometry knowledge and creativity.
| Original language | English |
|---|---|
| Pages (from-to) | 311-333 |
| Number of pages | 23 |
| Journal | Canadian Journal of Science, Mathematics and Technology Education |
| Volume | 12 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 2012 |
Bibliographical note
Funding Information:We are grateful to the John Templeton Foundation (Grant No. 13219) and the Israeli Science Foundation (Grant No. 557/07) for their financial support of this study. The study presented in this article is part of the PhD thesis of the first author, under supervision of the second author. Address correspondence to Anat Levav-Waynberg, University of Haifa, Haifa, Israel. E-mail: [email protected]
ASJC Scopus subject areas
- Education