The relationship between mathematics attitude and creative thinking among secondary students
DOI:
https://doi.org/10.24200/jonus.vol10iss2pp512-540Abstract
Background and Purpose: This study aims to examine the levels of mathematics attitudes and creative thinking among Malaysian secondary school students and to explore the relationship between these two factors. The goal is to provide valuable insights and recommendations to enhance the overall quality of mathematics education in Malaysia.
Methodology: A quantitative research design was adopted, using a survey as the primary method of data collection. Data were collected from 531 secondary school students in Selangor and Kuala Lumpur through a validated instrument that is Mathematics Attitude and Creative Thinking Scale (MACTS). Descriptive and inferential statistical analyses were conducted using SPSS.
Findings: The findings indicate that the overall levels of mathematics attitude (M = 3.26, SD = 0.71) and creative thinking (M = 3.28, SD = 0.69) among Malaysian secondary school students were at a middle high level. Additionally, the study revealed a significant positive correlation (r = 0.70, p < 0.001) between students' attitudes toward mathematics and their creative thinking skills.
Contributions: This study provides significant contributions to both theory and practice in mathematics education. Theoretically, it enriches the existing literature by exploring the relationship between mathematics attitudes and creative thinking skills within the Malaysian secondary school context. Practically, it provides valuable information for teachers, curriculum developers, and policymakers.
Keywords: Mathematics attitudes, creative thinking, mathematics education, STEM education, secondary school students.
References
Adeoye, M. A., & Jimoh, H. A. (2023). Problem-solving skills among 21st-century learners toward creativity and innovation ideas. Thinking Skills and Creativity Journal, 6(1), 52–58.
Al Moray, N. A. (2024). The integration of 21st-century skills in grade eight mathematics curriculum. Journal of Curriculum and Teaching, 13(2), 271–282.
Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2), 1-37.
Aroff, A. R. (2014). Values education and the Malaysia education blueprint. Journal for Interdisciplinary Research in Education, 4(1), 59-73.
Attami, D., Budiyono, B., & Indriati, D. (2020). The mathematical problem-solving ability of junior high school students based on their mathematical resilience. Journal of Physics: Conference Series, 1469(1), 1-7.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bicer, A. (2021). A systematic literature review: Discipline-specific and general instructional practices fostering the mathematical creativity of students. International Journal of Education in Mathematics, Science and Technology, 9(2), 252–281.
Bruner, J. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
Cahya Mulia, T., Rahayu, W., Jakarta, N., Muka, J. R., Gadung, P., & Timur, J. (2023). Creative thinking in mathematics. Jurnal Pendidikan Matematika, 7(2), 213–225.
Chang, Y., Lee, S., Wong, S. F., & Jeong, S. P. (2022). AI-powered learning application use and gratification: An integrative model. Information Technology and People, 35(7), 2115–2139.
Chao, W.-H., Yang, C.-Y., Hsien, S.-M., & Chang, R.-C. (2018). Using mobile apps to support effective game-based learning in the mathematics classroom. International Journal of Information and Education Technology, 8(5), 354–357.
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for research in Mathematics Education, 7(5), 324-326.
Geary, D. C., Hoard, M. K., Nugent, L., Ünal, Z. E., & Greene, N. R. (2023). Sex differences and similarities in relations between mathematics achievement, attitudes, and anxiety: A seventh-to-ninth grade longitudinal study. Journal of Educational Psychology, 115(5), 767–782.
Gholami, H. (2023). Performance of Malaysian foundation level students in mathematical problem solving as well as gender comparison. Mathematics Teaching Research Journal, 15(2), 104-120.
Gibeau, R. M., Maloney, E. A., Béland, S., Lalande, D., Cantinotti, M., Williot, A., Chanquoy, L., Simon, J., Boislard-Pépin, M. A., & Cousineau, D. (2023). The correlates of statistics anxiety: Relationships with spatial anxiety, mathematics anxiety and gender. Journal of Numerical Cognition, 9(1), 16–43.
Gjicali, K., & Lipnevich, A. A. (2021). Got math attitude? (In)direct effects of student mathematics attitudes on intentions, behavioral engagement, and mathematics performance in the U.S. PISA. Contemporary Educational Psychology, 67(1), 1–14.
Gopal, K., Salim, N. R., & Ayub. (2020). Study on mathematics self-ecacy and anxiety among Malaysian upper secondary students using fuzzy conjoint analysis. Malaysian Journal of Mathematical Sciences, 14(1), 6379.
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53(4), 267–293.
Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
Hassim, N. H., Mat Zin, S. H. H., & Yusri, M. Y. (2023). Investigating the attitudes towards learning calculus among science and technology students: A case study in UITM Johor, Malaysia. International Journal of Modern Education, 5(18), 75–89.
Hebebci, M. T., & Usta, E. (2022). The effects of integrated STEM education practices on problem solving skills, scientific creativity, and critical thinking dispositions. Participatory Educational Research, 9(6), 358–379.
Henriksen, D., Gruber, N., & Woo, L. J. (2022). Looking to the future from the present: A call for well-being and mindfulness in education. Journal of Technology and Teacher Education, 30(2), 145-154.
Hernández de la Hera, J. M., Morales-Rodríguez, F. M., Rodríguez-Gobiet, J. P., & Martínez-Ramón, J. P. (2023). Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: An artificial neural network. Frontiers in Psychology, 14(1), 1-18.
Hwang, S., & Son, T. (2021). Students’ attitude toward mathematics and its relationship with mathematics achievement. Journal of Education and E-Learning Research, 8(3), 272–280.
Idris, K., Khazila, K., Agustina, A., & Lisa, L. (2021). High school students’ attitudes toward mathematics and its relation to mathematics learning achievement. Jurnal Riset Pendidikan Matematika, 8(1), 33–45.
Isa, N., & Ibrahim, H. (2023). The relationship between students’ mathematics attitude and their mathematical thinking. Journal of Islamic, Social, Economics and Development, 8(56), 664-680.
Jacobs, J., Scornavacco, K., Harty, C., Suresh, A., Lai, V., & Sumner, T. (2022). Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change. Teaching and Teacher Education, 112(1), 1-13.
Karakose, T., Polat, H., Yirci, R., Tülübaş, T., Papadakis, S., Ozdemir, T. Y., & Demirkol, M. (2023). Assessment of the relationships between prospective mathematics teachers’ classroom management anxiety, academic self-efficacy beliefs, academic amotivation and attitudes toward the teaching profession using structural equation modelling. Mathematics, 11(2), 1-23.
Karunarathne, W., & Calma, A. (2024). Assessing creative thinking skills in higher education: Deficits and improvements. Studies in Higher Education, 49(1), 157–177.
Khalid, M., Saad, S., Abdul Hamid, S. R., Ridhuan Abdullah, M., Ibrahim, H., & Shahrill, M. (2020). Enhancing creativity and problem-solving skills through creative problem solving in teaching mathematics. Creativity Studies, 13(2), 270–291.
Kozlowski, J. S., Chamberlin, S. A., & Mann, E. (2019). Factors that influence mathematical creativity. Mathematics Enthusiast, 16(1–3), 505–540.
Laranang, J. A. I., & Bondoc, J. M. F. (2020). Attitudes and self- efficacy of students toward mathematics. International Journal of English Literature and Social Sciences, 5(5), 1392–1423.
Lehmkuhl, G., Von Wangenheim, C. G., Martins-Pacheco, L. H., Borgatto, A. F., & Alves, N. D. C. (2021). SCORE - A model for the self-assessment of creativity skills in the context of computing education in K-12. Informatics in Education, 20(2), 1–24.
Li, M. (2023). Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), 1-29.
Mammarella, I. C., Caviola, S., Rossi, S., Patron, E., & Palomba, D. (2023). Multidimensional components of (state) mathematics anxiety: Behavioral, cognitive, emotional, and psychophysiological consequences. Annals of the New York Academy of Sciences, 1523(1), 91–103.
Nasution, N. E. A., Al Muhdhar, M. H. I., Sari, M. S., & Balqis. (2023). Relationship between critical and creative thinking skills and learning achievement in biology with reference to educational level and gender. Journal of Turkish Science Education, 20(1), 66–83.
Nugroho, P. S., Nasir, M., Syafi’i, M., & Erviyenni, E. (2023). Profile perception of student’s collaboration and creative thinking skills in physics. Jurnal Penelitian Pendidikan IPA, 9(2), 775–779.
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education, PISA. OECD Publishing.
Olivares, V., & Ceglie, R. J. (2020). The intergenerational transmission of mathematics attitudes. International Journal of Education in Mathematics, 8(2), 76-91.
Piaget, J. (1970). Science of education and the psychology of the child. Viking Press.
Putri, A. S., Prasetyo, Z. K., Purwastuti, L. A., Prodjosantoso, A. K., & Putranta, H. (2023). Effectiveness of STEAM-based blended learning on students’ critical and creative thinking skills. International Journal of Evaluation and Research in Education, 12(1), 44–52.
Rahayu, R., Sutikno, & Indriyanti, D. R. (2023). Ethnosains based project based learning model with flipped classroom on creative thinking skills. Jurnal Penelitian Pendidikan IPA, 9(8), 348–355.
Ratnah, R., Wildan, W., & Muntari, M. (2022). The practicality of problem-based learning tools assisted by interactive simulations to improve students’ creative thinking ability. Jurnal Pijar Mipa, 17(3), 347–352.
Ruhana, F., Rochmah, E. Y., Pada, A., Suryani, Y., & Rizki, A. M. (2024). Developing creativity and innovation in STEM curriculum: Project-based approach in secondary education. Theory and Practice, 2024(5), 7188–7195.
Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24(1), 66–75.
Sahara, A. (2023). The influence of creative thinking ability and interpersonal intelligence on students’ cooperation skills in mathematics learning. Jurnal Pendidikan Matematika, 14(2), 383-399.
Scofield, J. E., Hoard, M. K., Nugent, L., LaMendola V, J., & Geary, D. C. (2021). Mathematics clusters reveal strengths and weaknesses in adolescents’ mathematical competencies, spatial abilities, and mathematics attitudes. Journal of Cognition and Development, 22(5), 695–720.
Soares, F., Lopes, A., Serrão, C., & Ferreira, E. (2024). Fostering humanization in education: A scoping review on mindfulness and teacher education. Frontiers in Education, 9(1), 1-13.
Soboleva, E. V., Zhumakulov, K. K., Umurkulov, K. P., Ibragimov, G. I., Kochneva, L. V., & Timofeeva, M. O. (2022). Developing a personalised learning model based on interactive novels to improve the quality of mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), 1-17.
Tapia, M., & Marsh, G. E. (2002). Confirmatory factor analysis of the attitudes toward mathematics inventory. International Journal of Advanced and Applied Sciences, 4(3), 7-12.
Tapia, M., & Marsh, G. E. (2004). The relationship of math anxiety and gender. Academic Exchange Quarterly, 8(2), 130-134.
Torrance, E. P. (1966). The Torrance tests of creative thinking: Norms-technical manual research edition-verbal tests, forms A and B. Personnel Press.
Vandecandelaere, M., Speybroeck, S., Vanlaar, G., De Fraine, B., & Van Damme, J. (2012). Learning environment and students’ mathematics attitude. Studies in Educational Evaluation, 38(3-4), 107-120.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, L., Peng, F., & Song, N. (2022). The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in the China’s context. Frontier in Psychology, 13(1), 1-11.
Wang, T., Zhang, L., Xie, Z., & Liu, J. (2023). How does mathematical modeling competency affect the creativity of middle school students? The roles of curiosity and guided inquiry teaching. Frontiers in Psychology, 13(1), 1-12.
Yunita, Y., Juandi, D., Tamur, M., Adem, A. M. G., & Pereira, J. (2020). A meta-analysis of the effects of problem-based learning on students’ creative thinking in mathematics. Beta: Jurnal Tadris Matematika, 13(2), 104–116.
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14(1), 1-14.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
