Presentation Schedule
Assessing Mathematical Creativity Using Non-Routine Problem-Solving Task for High School Students (103340)
Session Chair: Ayaka Nakano
This presentation will be live-streamed via Zoom (Online Access)
Monday, 9 February 2026 15:10
Session: Session 3
Room: Live-Stream Room 1
Presentation Type: Live-Stream Presentation
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This study aimed to develop and validate non-routine problem-solving tasks to assess the mathematical creativity of high school students. Grounded on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, the study followed a developmental research design. Creativity in mathematics was operationalized through four components: fluency, flexibility, originality, and elaboration. A total of nine tasks were initially developed, reviewed, and validated by seven mathematics experts from various universities, with six tasks retained for pilot testing and final implementation. Seven experts validated the non-routine problem-solving tasks in terms of their suitability, clarity, and appropriateness, with an overall interpretation of “strongly agree.” Thirty senior high school students were chosen using purposive sampling technique, with findings revealed that most students demonstrated a moderate level of mathematical creativity. In terms of its components, result shows that students received high in fluency but low in originality in generating multiple solutions. Additionally, students evaluated the tasks based on their acceptability and practicality, indicating that the tasks were technically sound, clear, and engaging. The study concludes that the developed non-routine problem-solving tasks are reliable, valid, and feasible tools for assessing mathematical creativity among high school students. It recommends integrating these tasks into classroom instruction or curriculum development to enhance mathematical creativity and better prepare students for global assessments such as PISA. Future studies are encouraged to extend this research to other mathematics subjects and examine the effects of creative problem-solving on students’ academic performance.
Authors:
Tomjun Abainza, Philippine Normal University, Philippines
Rene Belecina, Philippine Normal University, Philippines
About the Presenter(s)
Mathematics educator with a Master’s degree from Philippine Normal University. Passionate about fostering creativity and student engagement, he is a national trainer and numeracy coordinator.
Connect on Linkedin
https://www.linkedin.com/in/tomjun-abainza-57537739b
Connect on ResearchGate
https://www.researchgate.net/profile/Tomjun-Abainza
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