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).
I would like to thank the school that cooperated with me to conduct my present study, as well as the researchers who advised me on the study
Okamoto, H. (2022). Measuring creativity in the Fermi problem, a type of mathematical modeling, applying information theory. Journal of Educational Technology Development and Exchange (JETDE), 15(1), 9-18. https://doi.org/10.18785/jetde.1501.02
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