Adaptation and creativity in mathematics learning

Abstract

Abstract Learning is often seen as developing academic abilities and achievement through formative assessment. Students always hate their ‘failure’ and are not as happy as students with better theoretical results. Equally important is the fact that undue emphasis on results rather than the process is likely to scare students from originality. Taking risks without fear of failure is the foundation of creative effort. This study used qualitative research methods, and the research subjects are students of mathematics education in a class of Differential Equations. This article shows two processes in evaluating learning, with the aim of seeing how students see a mathematical problem based on the question of the problem. One student class is given an issue clearly and leads to one answer, and at another time the question is presented again with questions by emphasising the role of creativity in learning and skills development. Of the two results of the work will be seen in how students face a mathematical problem. How to think convergent and divergent affect learning outcomes, and what factors need to be developed to make students feel more creatively.