Divergence and convergence of mental forces of children in open and closed mathematical problems

Ugur Sak, Carol J Maker

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

In this study we investigated relationships between convergent and divergent thinking with an emphasis on fluency, originality, flexibility and elaboration in the mathematical domain. A related purpose was to examine relationships between problem types in mathematical tasks. The math section of a performance-based assessment was used to assess 857 Grade 1 to 6 students' performance in the mathematical domain. Statistically significant correlations were found between divergent and convergent thinking, and between convergent thinking and the components of divergent thinking. Also, this study provided evidence for the construct validity of the Problem Continuum Matrix (Schiever and Maker, 1991, 1997). Correlations between problem types varied according to the proximity of the types to each other.

Original languageEnglish (US)
Pages (from-to)252-260
Number of pages9
JournalInternational Education Journal
Volume6
Issue number2
StatePublished - May 2005

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divergence
creativity
construct validity
performance
flexibility
school grade
evidence
student

Keywords

  • Convergence
  • Creativity
  • Divergence
  • Gifted
  • Mathematics

ASJC Scopus subject areas

  • Education

Cite this

Divergence and convergence of mental forces of children in open and closed mathematical problems. / Sak, Ugur; Maker, Carol J.

In: International Education Journal, Vol. 6, No. 2, 05.2005, p. 252-260.

Research output: Contribution to journalArticle

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