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Creative Mathematical Reasoning: Does Need for Cognition Matter?
Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.ORCID iD: 0000-0002-5884-6469
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
Umeå University, Faculty of Social Sciences, Department of Psychology.
2022 (English)In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 12, article id 797807Article in journal (Refereed) Published
Abstract [en]

A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning (CMR), a method that in previous studies has been contrasted against algorithmic reasoning (AR) with positive effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition (NFC), and working memory capacity (WMC). Two independent groups, consisting of upper secondary students (N = 137, mean age 17.13, SD = 0.62, 63 boys and 74 girls), practiced non-routine mathematical problem solving with CMR and AR tasks and were tested 1 week later. An initial t-test confirmed that the CMR group outperformed the AR group. Structural equation modeling revealed that NFC was a significant predictor of math performance for the CMR group but not for the AR group. The results also showed that WMC was a strong predictor of math performance independent of group. These results are discussed in terms of allowing for time and opportunities for struggle with constructing own solution methods using CMR, thereby enhancing students conceptual understanding.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022. Vol. 12, article id 797807
Keywords [en]
algorithmic reasoning, creative mathematical reasoning, mathematical struggle, Need for Cognition (NFC), working memory capacity
National Category
Learning
Identifiers
URN: urn:nbn:se:umu:diva-192077DOI: 10.3389/fpsyg.2021.797807ISI: 000756963400001Scopus ID: 2-s2.0-85123190532OAI: oai:DiVA.org:umu-192077DiVA, id: diva2:1634450
Available from: 2022-02-02 Created: 2022-02-02 Last updated: 2023-09-05Bibliographically approved

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Jonsson, BertLithner, JohanKarlsson Wirebring, Linnea

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Departement of Educational MeasurementDepartment of PsychologyDepartment of Science and Mathematics EducationUmeå Mathematics Education Research Centre (UMERC)
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CiteExportLink to record
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