“I BEGAN TO THINK DIFFERENTLY...” – THE IMPACT OF THE DIDACTIC TOOL “WRITING PUZZLE STORIES” ON STUDENTS’ PERCEPTION OF MATHEMATICAL CONCEPTS AND THE NURTURE OF THEIR CREATIVITY

Abstract

In a project aimed to develop mathematical creativity, 46 eleventh- and twelfth-grade students were asked to compose “mathematical puzzle story” in which were “hidden” mathematical concepts or objects that they had learned about. They then presented their puzzle stories to their classmates, who had to discover the object/concept. The students’ responses to the assignment showed that they felt that it contributed significantly to their mathematical creativity. The description of the task along with examples of the students’ puzzle stories were then presented to 32 mathematics teachers, who were asked to give their opinion of the potential such an approach might have in the development of mathematical creativity in students. This lecture will present examples of the students’ stories and their reflections on their experience, along with the teachers’ ideas concerning the possible contribution such an exercise might make in developing mathematical creativity in students.