Abstract
The purpose of this study was to examine divergent thinking on achievement in four areas of mathematics (geometry, arithmetic, algebra, statistics and probability). The sample consisted of 4545, 15-years old Turkish students whom participated in the PİSA-2003 study. The participants completed a questionnaire and participated in mathematics test. ANOVA and MANOVA was used to identify differences if any among divergent thinker vs. non-divergent thinkers in four areas of mathematics. Results from this study indicate that divergent thinking ability plays an important role in achievement in mathematics.
Keywords
Multivariate analysis of variance
Turkish
Mathematics education
Divergent thinking
Achievement test
Test (biology)
Creative thinking
Psychology
Mathematics
Creativity
Standardized test
Statistics
Social psychology
Biology
Subject Areas
Education and Critical Thinking Development
·Education ·Social Sciences
Creativity in Education and Neuroscience
·Experimental and Cognitive Psychology ·Social Sciences
Education, Achievement, and Giftedness
·Experimental and Cognitive Psychology ·Social Sciences
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