Growth of student mathematical creativity as part of 4C competence for entering the 21st century

Abstract

Abstract The purpose of this article is to examine the lecturers’efforts to foster students’ Mathematical Creativity as part of the 4C Competency to enter the 21st Century, which students must have. The review of this article is based on the results of the Dissertation research conducted by a qualitative approach. The subject of this research, by taking 6 students of Mathematics Education of FMIPA of UNNES. The main activities of this basic research were: (1) identifying the scaffolding stages by the lecturer to foster students’ Mathematical Creativity; (2) analyse the fundamental thinking to foster students’ Mathematical Creativity through the provision of open ended problems. The results: (1) The scaffolding stage was identified by the lecturer to foster students’ Mathematical Creativity. (2) Obtained the results of an analysis of fundamental thinking to foster the students’ Mathematical Creativity through the provision of open ended problems. Suggestion: To prepare the students as teachers candidate in the 21st century, students need to grow their Mathematical Creativity competencies. Students must also be trained to be able to create of open ended problems based on HOTS.