International Comparison for Developing Creativity in Mathematics Education

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  • SENUMA Hanako
    Curriculum Research Center, National Institute for Educational Policy Research
  • OHTANI Minoru
    Faculty of Education, Kanazawa University

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  • 算数・数学教育における創造性の育成に関する国際比較(<特集>新世紀型理数科系教育の展望研究)
  • 算数・数学教育における創造性の育成に関する国際比較
  • サンスウ スウガク キョウイク ニ オケル ソウゾウセイ ノ イクセイ ニ カンスル コクサイ ヒカク

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It is very important to understand how to handle students who display a high degree of interest and ability in mathematics from the viewpoint of not only developing the individual student but also with the perspective of fostering leaders for the future science and technological society. In this article, the United States, Russia, Korea, Singapore, Hungary, the Netherlands and Finland are chosen for comparing international trends in teaching mathematics and overall educational trends for developing creativity. An analysis of the mathematics curricula and teaching methods, policy background and societal influences on special mathematics schools/classes, individually-targeted curricula and student support programs in these countries suggests the following examples are significant in developing creativity : 1) to emphasize solving real world mathematical problems and modeling in mathematics lessons of the North Carolina School of Science and Mathematics in the U.S. and the A-lympiad contest in the Netherlands; 2) to assess the aptitude of students who enter special mathematics programs in Singapore, Korea, the United States and Russia; 3) to co-operate between schools and other facilities, such as between schools and the community in Russia, schools and mathematics contests in Hungary, schools, universities and institutions in Korea, and schools and institutes in the Netherlands.

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