ISSN:
2776-1010
Volume 4, Issue 10, Oct. 2023
56
mathematical operation with knowledge of the theoretical source. Finally, the third stage involves
activities not related to a particular algorithm, where it requires a new understanding of definitions or
a new theorem and its proof. For example, an algorithmic solution is used to create an equation for a
word problem or to solve a system of equations by linear combination or substitution .[ 1]
Steers ( Meager, 2006) lists the following 4 stages of the creative process:
•
Preparation - in this problem
or question is identified, structured and determined;
•
Excitement-in this, habitual thinking
is removed;
•
Incubation is the initial planning of a problem or idea and possible outcomes are imagined;
•
Validation is where ideas are analyzed ,
clustered, evaluated and implemented based on a
detailed plan.
A revision of Bloom's 1956 taxonomy by Krathwohl (2002, p.212
–
218; see Figure 4), the taxonomy in
version prioritizes creativity as a higher order thinking ability. Considers
creativity as a process
encompassing all levels of skills represented in the taxonomy, and an alternative and more accurate
representation to include increasingly higher-level skills.
it can be concluded that creativity is the ability of a person to generate new things in the form of new
ideas and in real work, in the form of characteristics or incompetence, both in new work and in existing
work.
assessed based on the four indicators of creativity proposed by Torrance (cited in Silver, 1997) and
Guilford (cited in Klavir and Hershkovitz, 2008) . These indicators include:
a) fluency , depending on the number of correct answers given by the student;
b) flexibility refers to the number of different mathematical concepts
and ideas that the student
discovers, usually away from stereotypes;
c) development shows the complexity of mathematical thinking, because the student combines different
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