MathematicalCreative Thinking-Ethnomathematics based Test: Role of Attitude toward Mathematics, Creative Style, Ethnic Identity, and Parents’ Educational Level

Abstract

Creative thinking plays a crucial role in academic success in mathematics, influenced by various factors. However, the combined impact of parental education, ethnic identity, attitude towards mathematics, and creative style on mathematical creative thinkin g within the context of ethnomathematics has not been extensively examined. In this cross-sectional study, we explored these relationships among 896 secondary students randomly chosen from five public and private schools who completed MCT-ethnomathematics based test and questionnaires. The participants had an average age of 13.34 + 1.08 years, with males comprising more than half (53.7%). The results showed that a positive attitude towards mathematics was linked to higher levels of fluency, flexibility, and originality in creative thinking, while a strong ethnic identity was associated with increased flexibility. Although creative style and parental education had a negative correlation with overall creativity, this relationship turned positive when examined across various grade levels. Interestingly, attitude towards mathematics acted as a mediator, influencing the impact of parental educational background on students' creativity. This study contributes to our understanding of the multifaceted nature of mathematical creative thinking, offering insights into enhancing mathematics education in the digital age by recognizing the significance of parental support, ethnic identity, and attitudes in fostering creativity.