ArticleBehavioral sciences (Basel, Switzerland)2025
From Thinking to Creativity: The Interplay of Mathematical Thinking Perceptions, Mathematical Communication Dispositions, and Creative Thinking Dispositions.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- Beyond personality traits: a motivation-self-regulation model of mathematical problem-solving through self-efficacy and mathematical thinking.Frontiers in psychology · 2026Article
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5 authors.
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Abstract
Fostering mathematical thinking, communication, and creativity has become a central goal in mathematics education as these competencies are strongly linked to flexible problem solving and innovative engagement. Prior research has shown that students' beliefs and dispositions play a crucial role in shaping their learning, strategy use, and persistence, yet limited evidence exists on how these constructs interrelate among pre-service elementary mathematics teachers. Addressing this gap, the present study examines the relationships among mathematical thinking perceptions, mathematical communication dispositions, and creative thinking dispositions. A correlational survey design was employed to test a hypothetical model developed within the framework of structural equation modeling (SEM). Data were collected from 615 pre-service teachers. Analyses involved descriptive statistics, correlations, and predictive algorithms via IBM SPSS Statistics 24, along with standardized regression coefficients and fit indices using AMOS. The results revealed that while perceptions of problem-solving and higher-order thinking predicted creative thinking dispositions both directly and indirectly, perceptions of reasoning did so only indirectly through mathematical communication. Mathematical communication dispositions had the strongest direct effect on creative thinking dispositions, underscoring their mediating role. These findings highlight the importance of fostering communication alongside creativity in teacher education, thereby equipping future teachers to promote creative thinking through cognitive, social, and representational processes.
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