Measuring Creativity in the Fermi Problem, a Type of Mathematical Modelling, Applying Information Theory
Many methods of measuring creativity have been studied - mainly in psychology. In recent years, there have been attempts to incorporate such creativity into mathematical modelling, a topic handled in mathematics education. Accordingly, some studies have been trying to assess creativity in it. However, there have been no clear criteria or formulas that can be used for any problem, since a rubric has been created for each problem and evaluated individually. In the present study, to measure creativity in the Fermi problem, a type of mathematical modelling, a formula that applies information theory used in information science is proposed and examined using Structural Equation Modeling (SEM). A survey of Japanese junior high school students (n = 364) was conducted and analyzed, and the results show that the model using the formula proposed in the present study is a good fit. In addition, a moderate positive correlation (r = .41, p < .01 ) is found between creativity in the Fermi problem and creativity in psychology measured by the Test for Creative Thinking-Drawing Production (TCT-DP).
"Measuring Creativity in the Fermi Problem, a Type of Mathematical Modelling, Applying Information Theory,"
Journal of Educational Technology Development and Exchange (JETDE): Vol. 15:
1, Article 2.
Available at: https://aquila.usm.edu/jetde/vol15/iss1/2
Computer Engineering Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Science and Mathematics Education Commons, Secondary Education Commons, Theory, Knowledge and Science Commons