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Predicting multidimensionality of mathematical creativity among students: Do mathematics self-efficacy, attitude to mathematics and motivation to mathematics matter?
Complex Digital Horizons in the Future of Education 4.0: Insights from UNESCO Recommendations; [Horizontes digitales complejos en el futuro de la educación 4.0: luces desde las recomendaciones de UNESCO]
Predicting multidimensionality of mathematical creativity among students: Do mathematics self-efficacy, attitude to mathematics and motivation to mathematics matter?
by Ovat, Sylvia Victor
Mathematical creativity is the focus of most curriculum in that students with this ability are prone to solving problems in society from a multidimensional perspective. However, studies of this nature, especially in Africa, are limited, and this poses a challenge to policy development. To cover this gap, the study sought to model the predictive effect of mathematics self-efficacy, motivation for mathematics, and attitude towards mathematics on mathematical creativity from a multidimensional perspective. The study adopted a cross-sectional survey using 654 mathematics students for the study. Two instruments–the mathematics self-efficacy, attitude towards mathematics, and mathematical motivation scales and the mathematical creativity test were used for data analysis after they had undergone a qualitative and quantitatively rigorous validation process. This was done using exploratory and confirmatory factor analysis with the average variance extracted and Fornell-Larcker criterion for convergent and divergent analysis, respectively, while Cronbach’s alpha was used to determine the stability of the scales. Analysis was performed using hierarchical regression and the result showed that mathematics self-efficacy and attitude towards mathematics, when taken individually, are the only strong predictors of mathematics creativity from the perspective of fluency, flexibility, and originality components. Collectively, the three predictors were significant in contributing to the variance in mathematics creatively from the three dimensions assessed. However, mathematics self-efficacy was the strongest predictor, followed by attitude towards mathematics. The implications of the study were discussed for policy and curriculum redesign in mathematics education. © 2024 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
Complex Digital Horizons in the Future of Education 4.0: Insights from UNESCO Recommendations; [Horizontes digitales complejos en el futuro de la educación 4.0: luces desde las recomendaciones de UNESCO]
by Agbu, Jane-Frances Obiageli
The complexity of constant change has a global impact on all sectors of society and especially in the field of education. This article aims to analyze the possible digital horizons that can be glimpsed in the future of education 4.0 based on UNESCO 2019 recommendations. The analysis is linked to the digital transformation and the valuable contributions of the articles that make up this monograph are also presented. The method followed was literature review and propositional analysis. The findings show contributions for education 4.0 linked to UNESCO recommendations: (a) reasoning for complexity, (b) access with open platforms, (c) digital support, (d) new creations and (d) solidarity. Ten articles that contribute to the knowledge of education 4.0, open educational resources, open science and digital transformation practices are also presented. The digital horizons outline processes for: (a) reconstructing the formative spaces of people; (b) glimpse education as part of a new inclusive ecosystem of training; (c) integrate open digital technology as a vehicle for new ideas and links; and (d) co-constructing new formative processes. The contributions are intended to be of value to the academic, scientific, and social community, interested in proposing new options for a quality, open, inclusive and supportive education. © 2022, Ibero-American Association for Distance Higher Education (AIESAD). All rights reserved.
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