Dr Marzieh Haghayeghi, Dr Ali Moghadamzadeh, Dr Hamdollah Ravand, Dr Mohamad Javadipour, Dr Hossein Kareshki,
Volume 13, Issue 47 (2-2024)
Abstract
As the focus on fostering creative thinking in math education grows, there is a growing interest in understanding how to evaluate these skills. This study used a systematic review following PRISMA guidelines to explore how creative mathematical thinking is assessed in academic literature. After carefully analyzing 55 studies, we looked at different aspects like educational levels, math concepts, assessment methods, and the reliability and validity of these assessments. Our findings revealed that most studies focused on assessing creative thinking in junior secondary education, with limited attention given to primary education. Geometry and measurement were the most commonly assessed subjects, likely due to their visual nature, which lends itself well to assessing creativity. Many assessment tools used open-ended questions, while some incorporated ethnomathematics-based questions. However, less than half of the studies provided evidence of reliability, and only about half reported validity evidence, mostly related to content validity. This review highlights a gap in research concerning the measurement and assessment of creative mathematical thinking.
