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ISSN: 3030-3753. VOLUME 1, ISSUE 2
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THE ROLE AND IMPORTANCE OF MATHEMATICAL CREATIVITY IN
EDUCATION
Abduraimova Sohiba Karimkul qizi
Guliston davlat universiteti tayanch doktoranti
https://orcid.org/0009-0000-4695-764X
e-mail:
https://doi.org/10.5281/zenodo.13996363
Abstract.
This article discusses what mathematical creativity is, the definitions and
perspectives related to it, its role in education, and its importance. Additionally, it addresses the
concepts of “Creative Mathematics” and “Mental Arithmetic” in education, and the differences
between these concepts.
Key words:
creativity, “Creative Mathematics,” “Mental Arithmetic,” mathematical
potential.
РОЛЬ И ЗНАЧЕНИЕ МАТЕМАТИЧЕСКОГО ТВОРЧЕСТВА В
ОБРАЗОВАНИИ
Аннотация.
В этой статье обсуждается, что такое математическое
творчество, определения и перспективы, связанные с ним, его роль в образовании и его
важность. Кроме того, в ней рассматриваются концепции «Творческой математики» и
«Ментальной арифметики» в образовании, а также различия между этими концепциями.
Ключевые слова:
творчество, «Творческая математика», «Ментальная
арифметика», математический потенциал.
INTRODUCTION
Creativity is one of the important aspects of mortal development, reflecting not only in the
fields of art and literature but also in wisdom, technology, and diurnal life. Every individual
possesses creative eventuality, and through the development of this capability, one discovers their
identity. Creativity also facilitates problem- working approaches, the capability to induce new
ideas, and innovative thinking in life situations. Although mathematics is unnaturally grounded on
specific rules and algorithms, it also requires creativity. As Poyla (1957) defined," fine creativity
encompasses the capacities related to independent thinking, logical logic, and the generation of
novelty." These capacities are significant in developing scholars’ chops in independent thinking
and chancing their results.
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LITERATURE REVIEW
Tutoring styles aimed at enhancing scholars’ creative eventuality have been validated in
multitudinous studies. For case, according to tableware, “ Creativity is directly related to deep and
flexible knowledge in meaningful disciplines. ” Mann honored fine creativity as an essential skill
that should be developed in all scholars. Indeed, the capability to creatively apply knowledge in
specific situations, propose unique results using general fine algorithms, and find multiple
different results to fine problems is considered a crucial factor for success. The 21st century,
characterized by bits and bytes, proves the significance of mathematics and fine creativity in
diurnal life. exploration by Getzels and Jackson (1962) and Torrens( 1966) showed a significant
correlation between creativity and academic achievement. Guilford(1974) concluded that although
the impact of intelligence on creativity is kindly diminished, it remains significantly related to
success.
Since creativity is a pivotal factor affecting academic achievement, it must be linked and
nurtured. presently, creative mathematics and internal computation are used alongside each other
in the educational process, leading to some confusion that these two generalities represent the
same thing. While both are employed in colorful educational processes, there’s a significant
difference in their objects and approaches. Creative mathematics is an approach that encourages
the development of new ideas, creative problem- working, and innovative operations of fine
rules by scholars. This, in turn, allows scholars to expand their fine thinking and develop creative
capacities. likewise, creative mathematics plays a pivotal part in developing creative thinking
chops, problem- working, and encouraging critical thinking. Mental computation, on the other
hand, focuses on developing the capability to perform quick and accurate computations.
It’s aimed at speeding up the computation process and enhancing perfection. Mental
computation helps scholars to perform introductory fine operations snappily and directly,
contributing to their success in the literacy process. During the literacy process, internal
computation education also fosters scholars’ social and emotional chops, encouraging
cooperation. The main differences between creative mathematics and internal computation are
as follows
1. Educational pretensions:
“ Creative Mathematics ” stimulates scholars by developing new ideas and creatively
working problems. scholars learn to apply fine rules in practical life using creative approaches.
For illustration, they learn to break their real- life problems using fine styles.
“ Mental computation ” is concentrated on developing the capability to perform quick and
accurate computations, abetting scholars in working fine problems fleetly. For illustration, in
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internal computation exercises, scholars learn to perform complex computation operations in a
matter of seconds.
2. Approach:
“ Creative Mathematics ” requires creative thinking and a broad contextual approach.
This approach enhances scholars’ creativity in problem- working, allowing them to express
and produce ideas in new ways.
“ Mental computation ” combines traditional fine rules with logical logic to develop
computation chops. This approach aids in performing fine processes snappily and directly. scholars
learn to perform multiple computations contemporaneously, enhancing their attention and focus.
3. Achievable issues:
“ Creative Mathematics ” develops scholars’ innovative thinking and problem- working
chops. They expand their fine thinking by creating their ideas and chancing new results.
Exploration indicates that “scholars using creative fine approaches ameliorate their logical
and critical thinking chops”.
“ Mental computation ” enhances computation speed and delicacy, helping scholars to
snappily execute introductory fine operations, performing in better performance in tests and other
fine tasks. This boosts their overall fine chops and provocation.
RESULT AND DISCUSSION
Presenting scholars with creative approaches in the educational process is pivotal for
developing creativity. Through creative problem- working, scholars expand their fine thinking
chops. preceptors can encourage scholars’ creative thinking by furnishing intriguing and
engaging tasks. Concrete exemplifications are important for motivating scholars. For case,
scholars should have the occasion to “ produce geometric shapes using colorful styles ” or “
break problems creatively. ” also, STEM( wisdom, technology, engineering, and mathematics)
education is a pivotal area that encourages scholars to be creative and suppose analytically. For
illustration," in a study, scholars sharing in STEM programs achieved a clearer understanding of
their capacities and bettered their creative thinking chops." Developing independent thinking
chops allows scholars to break problems on their own, therefore enhancing their creative
eventuality. By chancing their styles to break problems, scholars develop the capability to express
their studies singly. preceptors can encourage independent allowing through group conversations,
open- concluded questions, and creative design assignments. preceptors can apply colorful
strategies to inspire creative thinking in scholars. For case, games, group work, and systems aimed
at creative problem- working can motivate scholars. These approaches further broaden scholars’
fine knowledge and inspire creativity. Particularly, preceptors can also foster creative thinking
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through innovative educational technologies, similar as online platforms and software. Introducing
new subjects like rendering and robotics in seminaries helps scholars develop their fine thinking
chops.
CONCLUSION
Therefore, creative mathematics and internal computation are reciprocal approaches, but
their objects and styles differ significantly. Together, they play an important part in expanding
scholars’ fine knowledge and encouraging independent thinking and creative approaches.
Enhancing scholars’ creative eventuality and developing independent thinking chops
further emphasize the significance of creative mathematics and internal computation in the
educational process.
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