• Login
    View Item 
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UA Campus RepositoryCommunitiesTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournalThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournal

    My Account

    LoginRegister

    About

    AboutUA Faculty PublicationsUA DissertationsUA Master's ThesesUA Honors ThesesUA PressUA YearbooksUA CatalogsUA Libraries

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Assessing Creative Problem Solving Ability in Mathematics: Revising the Scoring System of the DISCOVER Mathematics Assessment

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    azu_etd_14295_sip1_m.pdf
    Size:
    1.731Mb
    Format:
    PDF
    Download
    Author
    Tan, Sema
    Issue Date
    2015
    Keywords
    DISCOVER Mathematics
    Mathematics
    scoring system
    Special Education
    creative problem solving
    Advisor
    Maker, Carol June
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Embargo
    Release 16-June-2016
    Abstract
    The purpose of this study was to revise and revalidate the scoring procedure of the DISCOVER Mathematics Assessment to allow evaluators to better measure creative problem solving ability in mathematics, identify gifted students, and evaluate the programs developed for fostering creative problem solving. The data for this study consisted of 233 students selected from five different grade levels. I conducted descriptive statistics and regression analyses to compare the relationships of both the original and revised versions of the scoring system with general creativity. I found that range increased from the original to the revised version of the scoring system for mathematical problem solving performance in semi-open-ended problems, however it decreased for overall performance and performance in open-ended problems. Variance, on the other hand, increased for both overall problem solving performance and performance in semi-open-ended problems, and decreased for performance in open-ended problems from the original to the revised version of the scoring system. Furthermore, in the revised model all three variables of the creative mathematical problem solving performance (overall performance, performance in semi-open-ended problems, and performance in open-ended problems) explained more variance in general creativity than the original version. Statistically, the differences between the original and the revised versions were significant for all three variables, except for creative mathematical problem solving performance in open-ended problems. Across grade levels, I found that for the group Lower Grade Levels (grade levels 1 and 2), the explained variance in general creativity increased from the original to the revised version for both overall performance and performance in semi-open-ended problems. However, it decreased for performance in open-ended problems. On the other hand for the group Higher Grade Levels (grade levels 3, 4, and 5) the explained variance in general creativity increased for all three variables from the original to the revised version. Statistically, the only significant difference between the original and the revised versions was for overall problem solving performance in Higher Grade Levels. I concluded that the revised version of the scoring system was more effective when predicting variance in general creativity for overall problem solving performance, and performance in semi-open-ended problems. Also, it predicted more variance in general creativity for the group Higher Grade Levels than the group Lower Grade Levels. Therefore, I suggested that quality should be considered as well as fluency, flexibility, and originality when scoring assessments for creative problem solving ability in mathematics.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Special Education
    Degree Grantor
    University of Arizona
    Collections
    Dissertations

    entitlement

     
    The University of Arizona Libraries | 1510 E. University Blvd. | Tucson, AZ 85721-0055
    Tel 520-621-6442 | repository@u.library.arizona.edu
    DSpace software copyright © 2002-2017  DuraSpace
    Quick Guide | Contact Us | Send Feedback
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.