Fostering Mathematical Creativity in light of NEP 2020

NEP 2020 proposed a curriculum and pedagogy renewal, as well as a paradigm shift from content-based to experience-based learning, to make learning more meaningful and interesting. It focuses on the importance of mathematics and mathematical thinking in upcoming research-oriented fields such as artificial intelligence, machine learning, and data science. Mathematics, therefore, is not only “number work” or “computation” but is more about forming generalizations, seeing relationships, and developing logical thinking and reasoning. Problem posing, problem-solving, and modeling activities are core areas in inquiry-based teaching.

NEP 2020 strongly advocated fostering mathematical creativity in our learners. Suppose you and your friend are playing in the rectangular park having a length 160 m and breadth 120 m is surrounded by a footpath having a width of 3 m. The cost of fencing is Rs. 35 per meter. It needs to be cemented at the rate of Rs 120 per square meter. The cost of one bag of cement is Rs. 350. The grass lawn is divided into four sections by two intersecting paths having width of 2 m. The path is also required to be tiled. 9 tiles of 15×12 cm are required to cover 1 m2 (meter square) area of footpath. There is one flowering bed of 8 m × 8 m in one corner of each section of the grass lawn. Cost of planting flower in 4 m2 (meter square) areas are Rs. 100. Now, your task is to frame as many problems as you can from the data given in problem. Have you ever heard of the Brick Test? Sit down for five minutes or so with something to write with and try to come up with as many uses for a brick as you can. Be descriptive. Get creative. There are no wrong answers. Don’t worry about the fact that it’s called a ‘test’ – no-one will see it but you. Now think about what this test could be measuring, and how it might be scored. This is an example of what’s termed a ‘divergent thinking’ task, and one of the most simple and enduring.

It was originally conceived of by JP Guilford in the 1950s and is often called Guilford’s Alternative Uses Test.Guilford suggested that both divergent thinking and convergent thinking were important in order to be creative. Guilford used four parameters: fluency for number of ideas, flexibility for how different they were, originality for how rare the idea was compared with the comparison group, and elaboration for how well the intended use was described. Based on these four parameters there is an urgent need to construct and standardize a mathematical creativity test for various levels of education through inter-disciplinary –research as advocated by NEP 2020.

We all know that mathematics plays a crucial role in our day to day life. But unfortunately, additional stress can often deter some students from connecting with mathematics. Instilling an interest and affinity for mathematics through a friendly and simplified approach is crucial. The mere fact that our universe consists of mathematical and geometrical concepts present in all things natural around us can become a very fascinating point of beginning an interest in the much-misunderstood subject.

Prof Mohammad Amin, Sofi eminent mathematician holds the view that if the society is exposed to a certain basic level of mathematical literacy-familiarity where the mind would be trained to think rationally, it would make a strong case for pleading to promote a culture of mathematics in order for the society to restore to reason and critical thought the rightful place that they deserve so as to foster values of justice and peace in the society. Professor Tariq Ahmad Chisthi, eminent mathematician and Dean School of Open Learning holds the view that in depth knowledge of the subject is crucial to have a class of passionate learners of mathematics. The transformation should start from elementary level so that by the time a student reaches college and university level he has a command over the subject. It is the teacher’s responsibility to make the subject more lively, interesting, interactive and friendly”, he said. He further elucidated that deep research and a more humanistic approach toward the subject will make more and more people choose and study the subject.

The first step to foster mathematical creativity in our students is to add an element of fun and creativity to your math classes. As a math teacher, one great way to improve the math skills of our students is to involve them in meaningful learning activities. We can keep our students engaged by brushing on the previous concepts while working on the denser aspects of the same mathematical concept. We hold the consensus that mathematics cannot be memorized like other subjects, and it has to be comprehended by every student. One of the best ways to help a student to improve their mathematical skills is to direct their focus toward understanding rather than memorizing. We understand that there are a few non-negotiables, such as memorizing the formulas that help them in improving math skills.

However, we can accentuate conceptual understanding rather than memorizing the rules and properties of mathematical concepts. It can help them to be more gravitated towards the subject and increase the chances of remembering the concept for a longer period.

Math is cumulative in nature, it is a subject which has been pre-dominated by symbols, so a friendly approach from grass-root level is essential. Problem also lies with our teaching methodology as the evaluation criteria followed here is crude which further alienates students from this subject One great way to improve students’ mathematical skills is to bring in a lot of visual elements such as graphs, diagrams, tables, schedules in mathematical pedagogy. Apart from mathematics just being numbers, visual representation can help them to understand certain abstract mathematical concepts better. When students are presented with any kind of visual element or illustration, they tend to reflect on it from diversified lens. Most students often dread math and have a negative attitude towards learning it.

This negative attitude towards the subject is usually because of students’ lack of assurance in the subject. Where does this anxiety start? One factor may be that students haven’t developed positive associations with math before they start school, the way they do with reading. While parents read with children and help them develop reading skills, doing mathematics for fun with parents at home is almost unheard of. When children encounter mathematics at school, the concepts are often entirely new and the only messages they might have picked up from others, like the idea that math is really hard, or girls aren’t good at math.

Mathematics is a subject that requires constant practice and revision. If this is not done, students tend to forget the concepts. Mathematics-anxiety can also function similarly to test anxiety — the fact that there’s a right and a wrong answer in math can be threatening to kids who are already a little anxious or afraid of failure. The best strategy to help students improve math skills is to instill buoyant attitude in them. Perhaps most dominant is the “stereotype of the math gene,” or the belief that mathematical talent is inborn. This myth is often spread by the media, film, and stories that students encounter throughout their lives. Since mathematical concepts get progressively complex throughout K-12 education, every student will sooner or later encounter a math problem that causes them to fail.

Prof. Sofi dispelled the societal assumption that girls cannot be good at mathematics. Girls excel and perform equally well in mathematics as their male counterparts. Many educational experiences fail to expose students to the beauty and excitement of mathematics. Out of the several subjects out there, mathematics is perhaps not the favorite for many students, and it is tough for a few, and the rest almost battle with the subject. However, we must comprehend that mathematics is one of the essential subjects of our lives, and it helps us impart many life skills to live a disciplined and composed life.

We state an interrogative hypothesis “Is there any relation between mathematical creativity and emotional intelligence” which merits attention by researchers. As a mathematics teacher, it is important to ensure that students are well trained in their math classes and that they master all the mathematical skills. One interesting way to help students improve mathematical skills is to allow them to learn from one another. In this way, one will understand the strengths and weaknesses of each other and work together collaboratively. It helps them to have a sense of each other’s skill level and the way they approach the problem at hand. With group learning, students can hold mathematical conversations and try to attack the problem from multiple perspectives. As we all know, mathematics is a highly practical subject, and the best way to improve math skills is to link it with real-world examples. Unquestionably, mathematics is an integral part of our lives and we practice it in one form or another every day. Hence, teachers need to bring real-life math examples into their lesson plans and improve their student’s conceptual understanding.

Students need to inculcate the habit of practicing promptly for achieving mastery over basic tools of learning. For students who often fear math, it is best to go that extra mile and include math practice into their daily routine. Teachers can kindle curiosity by bringing out the beauty and wonder in mathematics to create more effective and meaningful learning experiences. Teachers should understand and capitalize on George Lowenstein’s Information Gap Theory, which states that curiosity awakens when there’s a gap between what we know and what we want to know. Struggling or not, students can benefit from non-formal math classes and programs outside the school that take a different approach than the formal curriculum and engage pupils in activities that make math fun. Math camps, math circles, and math competitions can provide the spark that a child needs to increase their math self-esteem and develop an interest in the subject. Scholarships may be available for gifted underachievers in mathematics who can’t afford the fees.

Maths clubs are dedicated extra-curricular maths get-togethers that breathe new life into maths beyond the classroom. They come in all shapes and sizes and there is no one model that works for every school. However, they all focus on two things: having fun with maths and learning. In the battle against stereotype threat, math anxiety, and mind-numbing curricula, teachers have many weapons to fight back. With a little creativity—and, admittedly, enough flexibility to do anything other than teach students how to pass their next standardized test—teachers can employ art, play, current events, and psychology to inspire a love of math in more students.

BY Dr Showkat Rashid Wani and Dr Rezwan ul Shaban

Dr Showkat Rashid Wani, Senior Coordinator and Dr Rezwan ul Shaban Assistant Professor (Contractual) , Directorate of Distance Education, University of Kashmir