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Five-step learning process sequence for creative thinking in mathematics lessons

Design · All designs
Evidence · no claims cited

Description

The model's learning process is a five-step activity sequence: "1) engagement and connection to prior knowledge, 2) encounter of problem and thoughtful incubation, 3) analyzing alternative an d investigating solutions, 4) applying and modifying thinking pattern, and 5) concluding and evaluating creative thinking." It structures each lesson or unit so students connect prior knowledge, confront open-ended problems with incubation time, investigate alternative solutions, modify their thinking patterns, and conclude and evaluate their creative thinking. The sequence was implemented across 30 hours of 9th-grade mathematics instruction.

Design Implications

Context

Requirements

  • Open-ended problems that support divergent thinking, which the article says most teachers previously lacked

Constraints

  • Applied to 9th-grade Probability and Statistics content in Thai secondary schools

Target Learners

  • 9th-grade secondary mathematics students

Learning Goals

  • Creative thinking through divergent thinking on open-ended problems

Claims

Examples

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Key Sources

  • Sriwongchai, A., Jantharajit, N., & Chookhampaeng, S. (2015). Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand. International Education Studies, 8(11). https://doi.org/10.5539/ies.v8n11p77
Page metadata
Field Value
type design
id five-step-creative-thinking-learning-process
title Five-step learning process sequence for creative thinking in mathematics lessons
description The model's learning process is a five-step activity sequence: "1) engagement and connection to prior knowledge, 2) encounter of problem and thoughtful incubation, 3) analyzing alternative an d investigating solutions...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — sriwongchai-2015

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