Tipo de documento
Lista de autores
Bezerra, Wescley Well Vicente, Gontijo, Cleyton Hércules y Fonseca, Mateus Gianni
Resumen
Background: given the importance of stimulating the creative potential of students in the classroom, it is relevant to investigate how the assessment of learning, especially the use of feedbacks, can contribute to this issue. Objectives: this article aims to discuss what characterises creative feedback in the mathematics field and illustrates this characterisation by reporting a pedagogical practice carried out with students attending the last year of high school in a Brazilian public school. Design: qualitative analysis of reports of students who participated in a pedagogical activity. Settings and participants: four students enrolled in the 3rd grade of high school integrated with professional education in a public educational institution in the brazilian capital. The students participated voluntarily after an invitation to the institution. Data collection and analysis: the data was collected from recordings of video calls through google meet platform and students’ written production through WhatsApp instant messaging application. Results: the messages exchanged between the teacher and the students revealed that the feedback focused on developing creativity enabled them to create different and innovative ideas. Conclusions: creative feedback proved to be an important concept to stimulate students’ mathematical creativity. We suggest research on critical thinking development through creative feedback and creative peer feedback for further investigations.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Evaluación (nociones) | Gestión de aula | Otra (fuentes) | Otro (dispositivos)
Enfoque
Idioma
Revisado por pares
Formato del archivo
Volumen
23
Número
2
Rango páginas (artículo)
88-112
ISSN
21787727
Referencias
Alencar, E. M. L. S. & Fleith, D. S. (2003). Contribuições teóricas recentes ao estudo da criatividade. Psicologia: Teoria e Pesquisa, 19(1), 1-8. Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376. Amabile, T. M. (1989). Growing up creative. The Creative Education Foundation Press Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Westview Press. Kaufman, J. C. & Beghetto, R. A. (2009). Beyond big and little: the four C model of creativity. Review of general psychology, 13(1), 1–12. Brookhart, S. (2008). How to give effective feedback to your students. Association for Supervision and Curriculum Development (ASCD). Bughin, J., Hazan, E., Lund, S., Dahlström, P., Wiesinger, A. & Subramaniam, A. (2018). Skill shift: Automation and the future of the workforce. McKinzey Global Institute. Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In Sternberg, Robert J. (ed.) Handbook of Creativity. (p. 313-335). Cambridge University Press. Garnica, A. V. M. (2004). História Oral e educação Matemática. In: Borba, M. C.; Araújo, J. L. (Orgs.) Pesquisa Qualitativa em Educação Matemática. Autêntica. Gil, A. C. (2008). Métodos e Técnicas de Pesquisa Social. 6ª ed. Atlas. Gonçalves, F. do C., Fleith, D. S. & Libório, A. C. O. (2011). Criatividade em aula: percepção de alunos de dois estados brasileiros. Arquivos Brasileiros de Psicologia. Rio de Janeiro, 63(1), 22-30. Gontijo, C. H. (2007). Relações entre criatividade, criatividade em matemática e motivação em matemática de alunos do ensino médio. 194f. Tese (Doutorado em Psicologia) - Instituto de Psicologia, Universidade de Brasília, Brasília. Gontijo, C. H. (2015). Técnicas de criatividade para estimular o pensamento matemático. Educação e Matemática, 135, 16-20. Gontijo, C. H. (2020). Relações entre criatividade e motivação em matemática: a pesquisa e as implicações para a prática pedagógica. In Gontijo, C. H. & Fonseca, M. G. (Org.). Criatividade em Matemática: lições da pesquisa. (p. 153-172). CRV. Gontijo, C. H., Carvalho, A. T., Fonseca, M. G. & Farias, M. P. (2019). Criatividade em matemática: conceitos, metodologias e avaliação. 1ª. ed. Editora da UnB. Grégoire, J. (2016). Understanding creativity in mathematics for improving mathematical education. Journal of Cognitive Education and Psychology, 15(1), 24-36. Guilford, J. P. (1950) Creativity. American Psychologist, 5, 444-454. Kanhai, A. & Singh, B. (2017). Some environmental and attitudinal characteristics as predictors of mathematical creativity. International Journal of Mathematical Education in Science and Technology, 48(3), 327-337. Manyika, J., Chui, M., Miremadi, M., Bughin, J., George, K., Willmott, P. & Dewhurst, M. (2017). A future that works: automation, employment, and productivity. McKinsey Global Institute. Minayo, M. C. (2002). Pesquisa Social: teoria, método e criatividade. Vozes. Nadjafikhaha, M. & Yaftian, N. (2013). The frontage of Creativity and Mathematical Creativity. Procedia – Social and Behavioral Sciences, 90, 344-350. Petrovici, C. & Havârneanu, G. (2015). An educational program of mathematical creativity. Acta Didactica Napocensia. Romania, 8(1), 13-20. Plucker, J. A., Beghetto, R. A. & Dow, G. T. (2004). Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83– 96. Rogers, C.R. (1959). Towards a theory of creativity. In Anderson H.H. (ed.), Creativity and its cultivation. Harper and Row. Sternberg, R. J. & Lubart, T. (1991). An investment theory of creativity and its development. Human Development, 34(1), 1-31. Sternberg, R. J. & Lubart, T. (1993). Creative giftedness: a multivariate investment approach. Gifted Child Quarterly, 37(3), 7-15. Sternberg, R. J. & Lubart, T. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. Free Press. Sternberg, R. J. & Lubart, T. (1996). Investing in creativity. American Psychologist, 51, 677-688. Vergnaud, G. (1993). Teoria dos campos conceituais. In Nasser, L. (Ed.) Anais do 1º Seminário Internacional de Educação Matemática. (p. 1-26). SBEM: Rio de Janeiro. Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., De Luca, F., Fernández-Barrera, M., Jacotin, G., Urgel, J. & Vidal, Q. (2020) Desenvolvimento da criatividade e do pensamento crítico dos estudantes: o que significa na escola / [coordenação geral Instituto Ayrton Senna; tradução Carbajal Traduções]. Fundação Santillana. Yin, R. K. (2010). Estudo de caso: planejamento e métodos. 4. Bookman. Wallas, G. (1926). Art of thought. Jonathan Cape. World Economic Forum (2018). The future jobs report. Centre for the New Economy and Society. Zhou, J. (2008). Promoting creativity through feedback, In Zhou, J. & Shalley, C. E. (Eds.). Handbook of Organizational Creativity (p. 125-145). Taylor & Francis.