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Record identifier : 568168
Personal Name - Primary Intelectual Responsibility : Whitelaw, Louise A
Title and statement of responsibility : An evaluative study of teacher creativity, use of the heuristic diagnostic teaching process and student mathematics performance [Thesis]
Publication, Distribution,Etc. : Drexel University, 2007
Language of the Item : eng
Dissertation of thesis details and type of degree : PH.D.
Body granting the degree : , Drexel University
Summary or Abstract : In classroom settings, teachers often do not identify creative children, which may in turn prevent them from fostering students' creative strengths (Dawson, 1997; Reisman & Bach, 2002). Student creative strengths, such as elaboration, originality, fluency, flexibility, and resistance to premature closure (Torrance, 1962) are problem-solving skills that can be used in mathematics. This study explored additional factors that may affect mathematics learning such as teachers' use of Heuristic Diagnostic Teaching principles. Student mathematics scores, though slowly rising in the School District of Philadelphia, are still dramatically low (School District of Philadelphia, 2006). With the purpose of addressing these issues, this exploratory study examined the relationship between teachers who use Heuristic Diagnostic Teaching (HDT) principles in their teaching and their ability to identify student creativity characteristics, the generic influences on learning, as well as their students' mathematics performance. Additionally, the study focused on the relationship between the teachers' own creativity shown by drawings and their ability to identify student creativity characteristics..
Topical Name Used as Subject : Mathematics education, Elementary education, Curricula, Teaching
Information of biblio record : TL
 
 
 
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