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A study of the relationship between tendency to teach mathematics inductively and creative thinking

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  • Additional Information
    • Contributors:
      Hollis, Loye Y.; Underhill, Robert G.; Shores, Jay H.; Baldwin, Joseph G.
    • Publication Date:
      1978
    • Collection:
      University of Houston Institutional Repository (UHIR)
    • Abstract:
      The study investigated the relationship between creative thinking and tendency to teach mathematics inductively. Data was analyzed to determine if there is any significant relationships between the different dimensions of creative thinking and the tendency to teach by the different strategies of an inductive model of teaching. These two were measured respectively by the Torrance Test of Creative Thinking (TTCT) and an original instrument named the test of Tendency to Teach Mathematics Inductively (TTMI). The strategies for the inductive model of teaching as proposed by Taba (1966) were used to develop the TTMI. The subjects used in the study consisted of forty-four elementary education preservice teachers enrolled in the course, Methods of Teaching Mathematics in the Elementary School, of the College of Education, University of Houston. The data were collected in December, 1977. The TTCT measures four dimensions of creative thinking, namely, fluency, flexibility, originality, and elaboration. The TTMI which was co-developed by the investigator, measures the tendency to teach mathematics inductively. The strategies for the inductive model of teaching as proposed by Taba (1966) are mathematical concept formations, mathematical generalizations, and computational algorithms teaching strategies. [.] ; Education, College of
    • File Description:
      application/pdf; reformatted digital
    • Relation:
      4358284; https://hdl.handle.net/10657/12918
    • Online Access:
      https://hdl.handle.net/10657/12918
    • Rights:
      This item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
    • Accession Number:
      edsbas.9C4E4FA7