The Influence Of Teachers’ Creativity Beliefs On Students’ Mathematics Creativity

Mathematical creativity is currently a hot topic of research both domestically and internationally,and many non cognitive factors have a significant impact on mathematical creativity.A good external environment can stimulate students’ creativity.Teachers with a high awareness of creativity and creative teaching processes can make students more likely to produce creative results.The higher a teacher’s awareness of creativity,the more likely they are to discover students’ creative results in teaching and provide timely feedback on creative results.Combining theoretical foundations with previous empirical research,it has been found that teachers’ creative beliefs are closely related to students’ creativity,and teachers’ creative teaching behavior can also affect creativity.At the same time,there is also a certain correlation between teachers’ creative beliefs and teachers’ creative teaching behavior.Therefore,this article studies the relationship between the creative beliefs of middle school mathematics teachers and students’ mathematical creativity,and explores the mechanism by which teachers’ creative teaching behavior affects students’ mathematical creativity.This study randomly selected a total of 40 junior high school mathematics teachers in Yingkou City,Liaoning Province,and 1200 junior high school students in Grade 1 and Grade2.Using mathematical creativity test questions,creative student characteristics questionnaire,and teacher creative teaching behavior evaluation scale,SPSS software and PROCESS plugin were used to statistically analyze the overall situation of teacher creativity beliefs,teacher creative teaching behavior,and student mathematical creativity,clarifying the relationship between variables,And explored the mediating role of teachers’ creative teaching behavior between teachers’ creative beliefs and students’ mathematical creativity.The research results show that teachers’ creative beliefs and creative teaching behaviors are generally at a high level,and there are significant differences in teacher variables in education,but there is no significant difference in gender.Students’ problem-solving skills are relatively high,while their problem-solving and problem analysis are poor.There are overall gender and grade differences in students’ mathematical creativity.Teachers’ creative beliefs and creative teaching behaviors have a significant impact on students’ mathematical creativity,while teachers’ creative beliefs have a significant impact on their creative teaching behaviors.The creative teaching behavior of teachers plays a complete mediating role between teachers’ creative beliefs and students’ mathematical creativity.Based on the discussion and analysis of the research results,this study suggests improving students’ mathematical creativity in the following aspects: cultivating students’ ability to ask questions and breaking free from fixed thinking patterns.Conduct creativity lectures and thematic discussion activities.Encourage students’ creative behavior and strengthen guidance on their learning methods.Set up a math club class to improve students’ mathematical thinking.Organize fun math competitions to stimulate students’ interest in learning mathematics.