Divergentinio mąstymo ugdymas per matematikos pamokas

LTStraipsnyje pristatomi divergentinį mąstymą skatinančių užduočių, skirtų 5–10 klasių mokiniams, išbandymo ugdymo praktikoje tyrimo rezultatai, rodantys matematikos mokytojų, dalyvavusių teoriniuose ir praktiniuose mokymuose, gebėjimą kurti kūrybiškas užduotis. Rekomenduojama sudaryti galimybes platesniam pedagogų ratui dalyvauti kūrybinio mąstymo mokymuose, organizuoti mokytojų patirties dalijimosi grupes, išleisti metodinių priemonių, kitokios mokymo medžiagos. Tikėtina, kad panašūs mokymai apie konkrečius kūrybinio mąstymo vertinimo kriterijus, divergentinio tipo užduočių kūrimo galimybes ir pateikimą mokiniams padėtų siekti realių pokyčių mokinių kūrybiškumo ugdymo srityje. [Iš leidinio]Reikšminiai žodžiai: Divergentinis mąstymas; Kūrybiškumas; Matematikos mokytojas; Matematikos pamoka; Creativity; Divergent thinking; Maths classes; Maths teacher.

ENCreativity has been studied from various aspects but no studies on how to assess and develop students’ creativity have been developed. The aim of this research was to design and test divergent thinking tasks and develop assessment criteria. Divergent thinking and its development in maths lessons are discussed in the paper. 22 maths teachers from various Lithuanian schools took part in qualitative research. During the training session the participants were familiarised with the methods of creating maths tasks, then they were asked to create thought-provoking tasks for grade 5-10 students and test them. Content analysis was used. The participants’ reflections on creative tasks for maths lessons are discussed in the paper. Qualitative research showed that the respondents were able to design and analyse such tasks. The tasks were sub-standard, related to students’ daily life, students had to use active learning methods. The respondents’ reflections were analysed and it was found that such tasks are very favoured by both students and teachers and develop divergent thinking. It was also found that similar training sessions that focus on creative thinking development should be organised for teachers, experience should be shared, the methodology and teaching materials disseminated. Similar training sessions that focus on assessment criteria should be also organised. [From the publication]