Mathematical Creative Thinking-Ethnomathematics based Test: Role of Attitude toward Mathematics, Creative Style, Ethnic Identity, and Parents’ Educational Level

Suherman Suherman; Tibor Vidákovich

doi:10.6018/red.581221

Authors

Suherman Suherman Doctoral School of Education, University of Szeged, Szeged, HUNGARY https://orcid.org/0000-0002-1700-4177
Tibor Vidákovich Institute of Education, University of Szeged, Szeged, HUNGARY https://orcid.org/0000-0002-0649-4473

Keywords: creative style, ethnic identity, ethnomathematics, mathematical creative thinking, attitude toward mathematics, parental education

Abstract

Creative thinking (CT) is pertinent to academic achievement in mathematics, and it is influenced by a variety of factors. The combined effect of parental education, ethnic identity, attitude toward mathematics (ATM), and creative style on mathematical creative thinking (MCT) of students within the ethnomathematics domain remains a research gap. This cross-sectional study explored this relationship using an MCT-ethnomathematics based test and questionnaire among 896 secondary students randomly selected from five private and public schools. Participants’ mean age was 13.34 + 1.08 years and over half (53.7%) were males. Students with strong cognitive shift skills and higher intelligence scores showed greater creativity in generating original ideas and unique solutions. A positive ATM was associated with higher fluency, flexibility, and originality in CT, and a strong ethnic identity was associated with greater flexibility. Although creative style and parental education had a negative correlation with creativity overall, there was a positive correlation by grade levels. ATM as a mediator to influence parents’ education and creativity separately in grade. The significance of ATM, ethnic identity, and creative style in fostering MCT among students is underscored by the importance of parental participation and support in enhancing creativity in mathematics education.

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