Title: Students’ Creativity and Problem-solving Strategies on Open-Ended Problems using George Polya method in Teaching Grade 9 Mathematics

Title Author Year Type of Theme Salient findings

referenc
e
Mathematical Creativity in Erminda C. 2019 Article The study used the descriptive design to explore the students’ mathematical
Solving Non-Routine Problems Fortes creativity in terms of fluency, flexibility and originality in solving six non-
routine problems. Solutions of the participants which succeeded by an
interview that were interpreted using validated rubrics described their
mathematical creativity in terms of fluency, flexibility and originality. Results
show that students may be described as “moderately creative” in all three
components fluency, flexibility, originality. Likewise, the over-all level of
mathematical creativity in solving nonroutine problems is moderately creative.
Consequently, the researchers derived pedagogical implications to improve
the mathematical creativity of students.
Students’ Mathematical Pede I. Casing 2021 Article Students’ creative thinking ability is essential to be developed in Mathematics
Creative Thinking Ability with because it can help students solve everyday life problems. This study aimed to
Posing-Exploring-Doing- determine the impact of the Posing-Exposing-DoingEvaluating (PEDE)
Evaluating (PEDE) Productive Productive Failure model on developing students’ creative thinking ability in
Failure Model in New Normal mathematics in the new normal. A teacher-made test composed of 4-item
open-ended questions with a rubric scale that measures mathematical
creative thinking ability was the main instrument used in the study. The mean,
standard deviation, and the analysis of covariance (ANCOVA) were used to
analyze the data collected. The analysis revealed that students exposed to
PEDE Productive Failure Model performed significantly better in terms of
creative thinking ability posttest score. Researchers recommend that
Mathematics teachers may use PEDE Productive Failure as a modular learning
approach in the new normal to develop creative thinking ability in
Mathematics. Teachers might also incorporate activities into their
Mathematics modules that demand students to present various clearly
defined solutions to foster students' creative potential

Effecting Change on Students’ RENE R. 2018 Article Critical thinking is the intellectually disciplined process of actively and
Critical Thinking in Problem BELECINA skillsfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
Solving information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action. Most
formal definitions of critical thinking characterize critical thinking as the
intentional application of rational, higher order thinking skills, such as analysis,
synthesis, problem recognition and problem solving, inference, and
evaluation. Critical thinking and problem solving have long been important
terminologies in the context of education, but within the framework of the
21st century classroom, they take on very specific definitions. Critical thinking
employs higher level analytical skills to understand a problem and to work
toward a means by which it can be solved, that word implies an answer. This
study investigated the effect of using problem situations on the critical
thinking of graduate students in solving problems. The study utilized the
experimental design participated by a group of graduate students enrolled in
Educational Statistics. Four problem situations were utilized that aimed to
 develop critical thinking of students in problem solving. Students’ critical
thinking was measured before and after giving th em the problem situations.
Results revealed that students’ critical thinking in problem solving significantly
improved after using problem situations. The students also expressed positive
attitude and sentiments towards the used of these problem situations. It is
recommended that these problems situations be used in other topics and
areas in mathematic
Developing Students’ Creative Dr. Dennis B. 2021 Article The purpose of this experimental study was to examine the creative constructs
Constructs in Mathematics Roble of students enrolled in Differential Calculus at the University of Science and
with Problem-Based (PB) and Technology of Southern Philippines, Cagayan de Oro City, Philippines. This
Problem Posing (PP) Tasks study was composed of 132 engineering and mathematics education students
enrolled in two different semesters. The experimental group was chosen
randomly, exposed to the problem-based HALP model teaching approach and
problem posing while the control group was taught using Polya’s problem-
solving heuristics. Multiple Solution Tasks (MST) test in Calculus was
administered to determine their creative constructs which can be measured in
terms of their level of mathematical fluency, flexibility and novelty of solutions
before and after the experiment. Results indicated that the experimental
group exhibited a remarkable improvement of their mathematical fluency and
flexibility but still in the developing level when they are required to posit novel
solutions to problems as influenced by the problem-based HALP and problem
posing activities. Hence, it is recommended that mathematics teachers may
utilize these methods to successfully develop students’ mathematical
creativity and future research may also be explored on integrating technology
and how it can influence developing student’s mathematical creativeness as
well as the mediating role of their affective domains and IQ (intelligent
quotient).
Using Open-ended Problem- Sri 2021 Article The open-ended problem-solving assessment consists of open-ended
solving Tests to Identify Rahayuningsih problem-solving sheets and interview guidelines to measure the profile of
Students’ Mathematical students' mathematical creativity. One hundred and five students were asked
Creative Thinking Ability to solve open-ended problems. From each group, one student was selected to
be interviewed with the aim of obtaining a more detailed explanation of each
of these types. The two types can be explained as follows. The “very creative”
students were those who could perform cognitive flexibility and cognitive
 fluency in solving open-ended problems. The other type of students was
creative students who were able to think flexibly (cognitive flexibility) when
solving open-ended problems. Cognitive flexibility includes the ability to
describe various solutions and provide more than one answer to a problem.
Cognitive fluency includes the ability to interpret the answer smoothly and
accurately without any constraints. It may also refer to the ability to correct a
wrong answer even though there was a mistake during the operating process.
Literature Review: Damsir Ali 2021 Article The ability to think creatively and self-regulated learning is very important in
Mathematical Creative learning mathematics, in order to train students to develop their creativity.
Thinking Ability, and Students’ But in reality, mathematics learning that is currently happening has not been
Self-Regulated Learning to Use able to develop mathematical creative thinking skills and increase students’
an Open Ended Approach self-regulated learning. The purpose of this study is to examine the
relationship between the open-ended approach and the ability to think
creative mathematically and self-regulated learning and how to implement it
in school in the perspective of literature review. The type of research used is
literature review, where articles are collected using search engines such as
EBSCO, Science direct, and Scopus. Based on the articles collected, the results
show that: 1. Mathematics learning to use an open-ended approach has an
effect on increasing students ‘creative thinking skills and self-regulated
learning, 2. The open-ended approach is higher in increasing students’ creative
thinking abilities compared to using a conventional approach, 3. The open-
ended approach to learning has the following steps: a) the teacher organizes
students in learning activities; b) the teacher exposes students to open
problems; c) the teacher guides and directs students in solving problems with
various solutions and various answers; d) students present their work and
compare with the work of other students in front of the class; and e) students
conclude the subject matter, which is guided by the teacher. 4. To apply open-
ended learning, it is necessary to prepare learning that requires high creativity
for a teacher.
Effectiveness of Modular Edgar Julius A. 2016 Article The experimental group who were taught by modular instruction performed
Instruction in Word Problem Lim significantly better than the control group who were taught using the
Solving of BEED Students traditional lecture method. Based on the findings cited, it is concluded that
modular instruction in teaching Math specifically word problem solving, is an
effective teaching approach. Though the results of this study showed that
 learning took place in both groups using the two methods of teaching, the
subjects who were taught by modular instruction performed significantly
better than the subjects exposed to traditional lecture method.
Potholes in the Elmer JR.P.Serra 2021 Article The finding reveals significant relationships between the academic grades of
Implementation of Printed the students and the potholes in the printed module in mathematics in terms
Module in Mathematics and of distribution and retrieval/submission and the assessment of feedbacks
Feedbacks of Learners in indicates no or negligible relationship. 31% commented that they are having
Lambayong National High problems with math in the modular setup from low motivation, caused by
School During Covid-19 math anxiety resulting in poor understanding on how to apply and perform
Pandemic mathematical operations. 34% suggested that the graphics be made clear
because they encountered cloudy graphics and the number was too small for
being read. The potholes in the printed module cannot affect the academic
performance of the respondents. Results of this study may serve as a basis for
individuals who are involved in teaching mathematics during a pandemic for
improving the quality of the printed module for a better learning experience
from home.
Students’ Problem-Solving Alberto B. 2020 Article This study explored the effectiveness Rough-Draft Talk (RDT) in strengthening
Skills Using Rough Draft Talk Felisilda students’ problem-solving skills in mathematics. A quasi-experimental
Strategy in Mathematics research design was used in the study where two (2) intact classes were
Classroom randomly assigned as the experimental group while the other was the control
group. The experimental group was taught using RDT while the control group
using the conventional teaching method. Findings revealed that students
exposed to RDT performed better compared to those taught using the
conventional method. The researcher recommends that teachers, curriculum
developers and administrators are encouraged to use Rough-Draft Talk (RDT)
to improve students’ problems solving skills in mathematics.
Brantina 2018 Article Data was analyzed through grounded theory techniques and the findings
South African Grade 9 Chirinda indicate that overcrowded classes and learners’ problems with English as the
mathematics teachers’ views language of learning and teaching compel teachers to retain strict ownership
on the teaching of problem of the MPS process. The findings also uncovered that teachers’ adoption of the
solving MPS as a step-by-step guided sense-making strategy is a response to learners’
perceived lack of mastery of basic algorithms. All participants in the study
stated that they required support on the teaching of MPS that included
practical demonstration of MPS pedagogy in the context of their classes where
 discipline is a challenge and learners are under-prepared, lack basic MPS skills
and struggle with the language of learning and teaching.
The effectiveness of the Nilgun Kirisci 2020 Article The Analogical Problem Construction Test and the Problem Analysis Test were
selective problem-solving used as the pre-tests and post-tests to measure analogical problem
model on students’ construction and problem analysis skills in mathematics. The findings showed
mathematical creativity: A that the experimental groups had significantly higher gain scores than the
Solomon four-group research control groups. Additionally, the experimental groups had higher post-test
scores on both measures than did the control groups. The findings can be
interpreted that the SPS Model improves students’ creativity skills in
mathematics.
A Framework for Omar Alkhatib 2019 Article Learning skill is the ability to acquire basic knowledge and concepts across
Implementing Higher-Order multiple dimensions (e.g., affective, psychomotor, and cognitive). Thinking is
Thinking Skills (Problem- the ability to challenge and eventually develop acquired knowledge to a higher
Solving, Critical Thinking, attainment level. The proposed framework models here are intended for
Creative Thinking, and developing, stimulating, and engaging students' complex thinking process
Decision-Making) in skills. This is a higher-order thinking level and consists of four sub-thinking
Engineering & Humanities skills, i.e., problem-solving, critical thinking, creative thinking, and decision-
making. Common and supporting thinking skills of these four levels are
identified and derived from the literature, and additional sub-learning skills are
defined as general capacities to perform a set of tasks and further
development of students' higher-order thinking abilities.
The Effects of Subject-Based Arisoy, Betul 2021 Article Purpose: "Good thinking" has become very important in today's world. A good
Critical Thinking Education in thinker should have critical thinking skills as well as critical thinking virtues.
Mathematics on Students' Some researchers stated that teaching critical thinking within certain
Critical Thinking Skills and disciplines and subject areas would significantly contribute to the
Virtues development of students as strong critical thinkers. Mathematics is one of the
ways to improve thinking and it has many things in common with critical
thinking. In this context, the aim of this study is to examine the effects of
subject-based critical thinking education in math on student's critical thinking
skills and critical thinking virtues. Research Methods: In this study, a quasi-
experimental model with pre-test-post-test control groups was applied. 62
sixth grade students were involved in the study. In the experimental group
(n=31), the subject-based critical thinking education was given for 16 weeks.
Mathematical Critical Thinking Test (MCTT) and Critical Thinking Virtues
 Perception Scale (CTVPS) were applied as pre-test and post-test in the groups.
Findings: As a result of the covariance analyses, it was determined that there
was a statistically significant difference in terms of the MCTT and CTVPS post-
test scores in favor of the experimental group. As a result, it was observed that
education in the experimental group had a positive effect on students' critical
thinking skills and critical thinking virtues. Implications for Research and
Practice: This study provides an exemplary implementation regarding
improving critical thinking skills and critical thinking virtues of the students. It
can be said that subject-based critical thinking teaching at different grade
levels and in different courses will contribute to the education of good-
thinking individuals.
Learners' Critical Thinking Sachdeva, 2021 Developing critical thinking practices among young learners through
about Learning Mathematics Shipra mathematics education is a topic of attention for mathematics education
research community. Learners' critical thinking concerning cognitive and
social aspects of their mathematics education have been explored in
several research studies. However, learners' critical thinking concerning
their personal beliefs about their mathematics learning process have not
received much consideration. In this paper, learners' practice with
thinking critically "about" and their potential to suggest changes in their
mathematics learning process is explored based on their expressed
beliefs about learning mathematics. Learners of eighth and ninth grade
in two Norwegian schools responded to a questionnaire and were
interviewed to gather their opinions concerning their mathematics
learning process. Data analysis indicates that learners seldom think
critically, and hold inconsistent beliefs about mathematics and its
learning process. Moreover, they struggle to observe their own beliefs
critically, and hesitate in suggesting alternatives to make learning
mathematics meaningful for them. Consequently, learners' critical
attitude towards their mathematics learning process and their personal
beliefs in order to gain a meta-perspective of their learning contexts
does not seem to be evolving effectively. However, if learners are
encouraged to think critically about mathematics education, their
potential of contributing to improve their mathematics learning process
becomes visible. We recommend that young learners get training in and
are encouraged to think critically "about" their mathematics learning
process so that they are equipped to make reflected choices related to
 learning mathematics in their personal lives.
Performance Analysis of A’yun, Qurrota 2021 The standard of critical thinking in this study, namely: first, interpretation is on
Students through Critical a problem can showing/ writing what they know and what is asked about the
Thinking Ability Based on problem correctly; second, analysis is the activity of identifying the
Mathematic Ability relationship between statements, questions and concepts in a problem
through making mathematical models and accompanied by the right reasons;
third, evaluation is the right strategy in solving problems and fourth,
conclusion is accuracy in drawing conclusions from what is asked. While the
type of research used is descriptive qualitative type. The instruments used
were interview guidelines and test questions. The interview used is a
structured interview and the test used in the form of a math problem test with
derived application material consisting of 3 problem descriptions with material
that has been received by students. Student performance levels in this study
are at the Apprentice level and the Novice level. The acquisition of data at the
Apprentice level the average value is different, this is because the acquisition
of data on each indicator is different overall. This is because the subject is not
accustomed to or accustomed to working on open questions or also problem
stories/problems. Student performance levels in this study are at the
Apprentice level and the Novice level. The acquisition of data at the
Apprentice level the average value is different, this is because the acquisition
of data on each indicator is different overall. This is because the subject is not
accustomed to or accustomed to working on open questions or also problem
stories/problems.
Teachers' Perceptions in Ridwan, M. Rais 2021 Critical thinking skills are thinking processes with rational decision-making
Applying Mathematics Critical based on the principle of truth. This study aims to determine the teacher's
Thinking Skills for Middle perception in applying the necessary thinking skills of junior and senior high
School Students: A Case of school students in learning mathematics. This research is qualitative research
Phenomenology with a phenomenological type of research with an emphasis on individual
subjects. Data were collected by conducting interviews with twenty-one
mathematics teachers in the South Sulawesi Region. The data analysis
technique uses an interactive analysis model based on Miles and Huberman,
namely data collection, reduction, presentation, and verification. The study
results indicate that teachers' perceptions of applying critical thinking skills in
learning Mathematics need support from using models, strategies, or learning
 approaches, focusing on the subject matter, and knowledge about essential
skills of thinking indicators. The teacher's obstacle in applying students' critical
thinking skills is the lack of basic understanding of mathematics, interest, and
motivation to learn mathematics. In addition, teachers lack planning and time
allocation in preparation for learning. Then, efforts by the school to overcome
teacher obstacles are to provide motivational support and facilities as well as
permission to participate in training related to learning Mathematics.
Toward a Reflexive Le Roux, Kate 2021 Education commonly is positioned as central to developing citizens who can
Mathematics Education within address so-called global challenges. Responses are identifiable in global
Local and Global Relations: citizenship education, which may recruit mathematics into interdisciplinary
Thinking from Critical relationships, and within mathematics education itself. However, if notions of
Scholarship on Mathematics the global and local, the citizen, mathematics, and mathematics education, are
Education within the brought together uncritically, responses may inadvertently reproduce the
Sociopolitical, Global inequities they seek to disrupt. In this conceptual article, we interrogate how
Citizenship Education and and with what implications these notions are given meaning in mathematics
Decoloniality education. We also think toward notions of place, subjectivity, relations,
mathematics, and mathematics education, in a way that recognizes power and
differences that matter, without one place being synonymous with the
universal, and one peoples considered superior. We articulate these ideas in
questions for provoking scholar-practitioners' critical, reflexive thinking. For
our contribution, we think from critical scholarship on mathematics education
within the sociopolitical, global citizenship education and decoloniality.
An Analysis of the Abali Öztürk, 2022 This study attempts to identify the pre-service secondary mathematics
Relationship between Pre- Yasemin teachers' epistemological beliefs towards learning, their educational beliefs,
Service Secondary and critical thinking dispositions as well as the relationship between them. A
Mathematics Teachers' relational survey model was employed and the study group consisted of 152
Epistemological Beliefs pre-service teachers. The study used Epistemological Beliefs Scale towards
towards Learning, Their Learning (EBStL), The Educational Philosophy Tendencies Scale (EPTS), and
Educational Beliefs, and Marmara Critical Thinking Dispositions Scale (MCTDS) as data collection tools.
Critical Thinking Dispositions The results suggested that pre-service secondary mathematics teachers'
epistemological beliefs and critical thinking dispositions were above the
average value. Moreover, they were found to have progressive and
reconstructivist tendencies. The results also revealed that the pre-service
secondary mathematics teachers' epistemological beliefs towards learning did
 not differ across their gender, academic achievement, parents' educational
level while significantly differed in terms of their grade level. The pre-service
secondary mathematics' teachers' educational beliefs significantly varied
across their gender, grade level while that was not the case for their academic
achievement and parents' educational level. Besides, the results confirmed
positive and significant relationships between the pre-service teachers'
epistemological beliefs towards learning and their critical thinking disposition
levels and progressivism, further positive and significant relationships were
noted between the critical thinking dispositions and progressivism,
reconstructionism and perennialism. Progressivism was found to be explained
by epistemological beliefs towards learning and critical thinking dispositions;
reconstructionism was found to be explained by critical thinking disposition;
epistemological beliefs towards learning was determined to be explained by
progressivism and critical thinking disposition, and critical thinking dispositions
were identified to be explained by reconstructionism and perennialism.
The Application of Setiana, Dafid 2021 The objective of this research is to analyze the twelfth graders' mathematics
Mathematics Learning Model Slamet critical thinking skills using a mathematics learning model to stimulate
to Stimulate Mathematical fundamental critical thinking abilities of science courses in SMA Negeri,
Critical Thinking Skills of Pacitan Regency, East Java Province, Indonesia. This quasi-experimental
Senior High School Students research design was used in this study with one group posttest only design
using multiple substantive posttests. The sample of 141 students from the
total population of six public schools involving the twelfth graders of the
natural sciences was selected through purposive sampling technique, data
were taken through tests of students' critical thinking skills and interviews. The
data analysis consists of five stages, namely an analysis of one sample t-test,
an analysis of students' grades, an analysis of problem-solving stages, an
analysis of critical thinking abilities indicators, and an analysis of mathematics
critical thinking abilities indicators. The results showed (1) The results of the
one sample t-test show that the mathematics learning model is effective to
stimulate critical thinking, which means that the application of the
mathematics learning model is effective to stimulate critical thinking; (2) the
overall grades of students that met the minimum mastery criteria; (3) the data
analysis of eleven problem-solving stages proves that the criteria for critical
thinking abilities are categorized as good and very good. The highest score
 indicator considers the principle and definition of transformation, while the
lowest grade indicator is mainly concerned with the questions on right and
coherent steps; (4) the critical thinking skills have seven indicators that
highlight the criteria of students' critical thinking abilities categorized as good
and very good. The indicators that get the highest score determine the
definitions of terms, while the indicators of the lowest score determine the
action; (5) the results of the analysis show indicators of mathematics critical
thinking skills that have eight indicators. The criteria of students' critical
thinking abilities met good and very good categories along with indicators with
the highest value score by considering the definitions of terms, while the
indicators of the lowest score deal with the habit of caution.
The Implementation of Lestari, Farida 2021 Students' critical thinking ability requires improvement from schools as an
Mathematics Comic through Puput educational institution. Besides, it is important to maximally integrate
Contextual Teaching and character education into mathematics learning. One of the attempts was
Learning to Improve Critical implementing mathematics comic that contains Pancasila values as teaching
Thinking Ability and Character material through contextual teaching and learning. Therefore, this study aims
to analyze the effectiveness of mathematics comic teaching material with
Pancasila values in improving students' critical thinking and character. This is a
quasi-experimental study that involves non-equivalent control group design.
The population was fourth-grade students of elementary schools in
Gajahmungkur District, and data were collected using a critical thinking test
and questionnaire. The results showed that using mathematics comic teaching
material with Pancasila values was (1) effective in improving students' critical
thinking ability; (2) effective in developing character, especially discipline and
hard work trait. In the beginning, both character traits were categorized as
good, and after treatment, there was an increase in the very good category.
Therefore, it can be concluded that the use of mathematics comic teaching
material with Pancasila values is effective in improving critical thinking ability
and character traits.

Suggested adviser/s:

1. Nick Pañares, Ph., D.