Creativity in Learning Mathematics for Elementary School Students Who Are Taught by Using Number Guessing Games in Story Problems

Abstract

The objective of this study was to examine the effects of incorporating number guessing games into mathematics instruction at the elementary school level. The main aims of this study were to evaluate the impact of these games on student engagement, problem-solving abilities, creativity, and the perception of mathematics as a practical and pertinent discipline. The study utilized a qualitative methodology. The collection of qualitative data was conducted by means of interviews with both students and teachers in order to gain insight into the influence on creativity and the perception of mathematics. The findings of this study revealed a noteworthy and constructive influence on student engagement, problem-solving abilities, creativity, and the perception of mathematics as a pragmatic and pertinent discipline. The incorporation of number guessing games has not only resulted in an augmentation of student engagement and enthusiasm, but has also served to bolster their aptitude for problem-solving and fostered the cultivation of creative thinking skills. The students demonstrated an awareness of the pragmatic significance of mathematics, thereby enhancing its accessibility and applicability in their everyday experiences. The results indicate that the integration of gamification into elementary mathematics education holds promise for fostering a more captivating and efficacious learning atmosphere, thereby carrying significant implications for pedagogical practices and policy considerations.