Final Na Fabro Sittie
Final Na Fabro Sittie
Final Na Fabro Sittie
Introduction
STEM stands for science, technology, engineering, and math. The education
angles, spot patterns, contrasts, and parallels, come up with numerous solutions, and
When potential of kind are put forth as a result of the individual's experience with the
theory.
is difficult to describe its structure and traits. According to Poincare, 1948 mathematical
notions, being able to comprehend some mathematical issues, and applying them in
regular life.
Mathematical communication is the term used to describe communication in
able to articulate and communicate their ideas regarding mathematics. The ability to
Hence, this study will be conducted at Saint Michael’s College- Senior High
used. According to this theory, creativity is a skill that can be developed and is
two main components, praxis (know how) and logos (know why) (See Figure 1).
Praxeology has four components, technique, technology, theory, and task. Technology
can be related to the study because technologies are “the discourse that produce,
explain, validate, and justify the technologies”. With the mathematical creativity is
about how the students see a given problem from several angles, spot patterns, contrast,
and parallels. The next section examines the idea of mathematical creativity in order to
communication helps to inspire students to be able to express and explain their views
about mathematics.
Conceptual Framework
This illustrates the connection of variables in the research study, which provide
In the boxes below, the first box is the mathematical communication skills of the
participants that they could use in understanding the problem, students should use a
The second box is the mathematical creativity skills of the participants that they
Furthermore, the final of the study is how the researchers will identify the
the participants.
Mathematical Mathematical
Communication: Creativity:
a. Abstraction
b. Mathematical Ideas
c. Mathematical Expressions
a. Fluency
b. Flexibility
c. Originality
d. Elaboration
creativity?
respondents of this study are the grade 11 SHS students of Saint Michael’s College.
Significance of the Study
Mathematical Creativity.
Senior High School Students: This will help them to know their capability of
Department of Education: This will help them to know what they would do in
Future Researcher: This study can be used as basis in their related studies.
Definition of Terms
To further understand the study, the following terms are used in this study.
regarding mathematics.
perspective, see patterns, differences and similarities, generate multiple ideas and
Creativity refers to the score of the students coming from a creativity test material. It has four
components namely: fluency, flexibility, originality, and elaboration. The accurate and efficient
numerous responses of the learners refer to fluency. The ability to change thinking paths when
encountering a thinking obstruction refers to flexibility. The ability to find a unique path or
solution among the group refers to originality. Lastly, the ability to produce a detailed plan and
generalized ideas or give in-depth reasoning behind a solution path refers to elaboration.
Chapter 2
This chapter provides related literature and studies that would be useful in
laying the groundwork for this research. The papers and research listed below
supported the study’s theories. Furthermore, these would contribute to the final data
Related Literature
Mathematical Communication
processes of thinking, debating, and making decisions. Additionally, the abilities can
(Utami, 2015).
critical thinking. Numerous research have been done on how to effectively improve
express,
They converse, then consider their opinions (Defne Kaya, Hasan Aydin 2014).
Mathematical Creativity
potential to greatly advance society. Although there has been an increase in interest and
According to Sriraman 2014, "The process that yields a novel solution or concept
mathematical creativity.
Related Studies
Mathematical Communication
oral and written mathematical communication. Students may have the chance to
meanings of the term previously discussed (Chung, Yoo, Kim, Lee, & Zeidler, 2016).
creativity grows, they will be better able to analyze problems from many angles and
recognize patterns.
Mathematical Creativity
In his study about creativity, Sriraman 2014, "The process that yields a novel
creativity is the mental process used to develop "new" ideas quickly and easily. The
range of definitions used to describe creativity gives some indication of how intricate
and affect is one of the main drivers of the new interest in mathematical creativity. The
Research Methodology
This chapter will show you the research design will be used in this study. This study will
use a quantitative method of research particularly, the casual comparative research design. It also
discuss the method, data gathering and respondents as well as the statistical treatment data used
in this study.
Research Design
This study will descriptive method of research. This research design is appropriate in
This study will be conduct at Saint Michael’s College Basic Education Department in
San Miguel, Iligan City. Saint Michael’s College is a private catholic institution administered by
Virgin Mary Sisters since 1915. Saint Michael’s College offering four level education
The respondents of this study are the incoming Grade 11 SHS-STEM (Batch 2022-2023)
In this study, the researcher will utilize two (2) sets of research instruments. The first
skills is a 30-item researcher made test which will be validated. The second instrument to
be used to assess the students’ mathematical creativity is the Mathematical Creativity Test
(MCT). It consists of six open-ended questions with multiple possible solutions for every item.
MCT was originally developed by Kattou, Christou, & Pitta-Pantazi (Kattou et al., 2016) and
Scoring Procedure
This was used to interpret the data gathered about the students’ level of
mathematical communication. The rubrics below was adapted from “Guidelines for
Table A.
Guidelines for Mathematical Communication Ability Test Scores
Solutions of the students obtained from MCT were analyzed to determine the four
elaboration.
To determine the score for fluency, the number of correct solutions was counted and
divided by the maximum number of correct solutions provided by one student in the group
To determine the flexibility score of the student, the number of different types or
categories of correct solutions were counted in every question and divided by the maximum
number of different types of solutions provided by one of the participants. This ratio is then
For originality, it will be calculated by comparing the solution of each student with the
solutions of all of the participants. The frequency of the categories of the participants' solutions
will be counted, and the least (rare solution) is divided by the total number of participants
multiplied by 100%. The score 80, 60, 40, and 20 were given if the percentage belonged to 1%
and 5%, 6% and 10%, 11% and 20%, and more than 10%, respectively.
For uniformity, all scores in fluency, flexibility, and originality will be transformed to a
5-point Likert scale. The table below shows the equivalent transformation of scores adopted
Table B.
Equivalent Transformation of Score to 5-Point Likert Scale
Range Scoring Descriptive
Scale
(%) Scale Equivalent
81 – 100 5 4.20 – 5.00 Excellent
61 – 80 4 3.40 – 4.19 Proficient
41 – 60 3 2.60 – 3.39 Approaching Proficiency
21 – 40 2 1.80 – 2.59 Developing
1 - 20 1 1.00 – 1.79 Beginning
Elaboration scores ranged from 1 - to 5, a student was given the highest score if he can
produce a detailed plan and generalized ideas or give in-depth reasoning behind a solution
path.
Then, the mean score will be calculated for each factor (fluency, flexibility, originality,
and elaboration). The combination of the four factors represents the creativity level of the
students. Table 2 below shows the mean intervals with equivalent descriptions.
Table C.
Mean Intervals for Sum of Scores in Mathematical Creativity
The researchers will draft a formal letter, duly signed by their research adviser, to
the principal of the basic education department requesting permission to conduct the study by
selecting respondents and providing them a questionnaire. A second letter will be written to the
The test will be conducted in Saint Michael’s College (Basic Education Department) at
San Miguel, Iligan City. To measure the respondents' level of mathematical creativity, the
researcher created a questionnaire. The objective of the questionnaire will be properly explained,
and respondents will be given the assurance that their answers will be kept confidential.
Additionally, the format of the test, its nature, its objectives, its timeline, and its expectations will
After the data collected from the respondents, it was organized and analyzed. To analyze
and interpret the data the researcher used mean and standard deviation to see the result of the
study.
This statistical tool was used to compute for the mean of the responses in the
questionnaire.
Linear Regression