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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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This article explores puzzle-based learning (PBL) to develop creative thinking in pre service mathematics teachers (PTs). Through a case study involving a magic square puzzle, PTs engaged in trial-and-error, pattern recognition, and collaborative reflection, moving from surface-level problem-solving to deeper mathematical inquiry. Guided by Polya's framework of "looking back," PTs revisited and refined their initial strategies, leading to a "feeding forward" process where each solution attempt informed further questioning, exploration, and refinement. The study highlights how PBL fosters essential 21st-century skills, such as adaptive reasoning and reflective practice, preparing future educators to guide their students through similarly complex, open-ended problems. We conclude that integrating puzzles into teacher education programs can enhance PTs’ problem-solving abilities and equip them with strategies to foster a culture of inquiry and creative thinking in their future classrooms.

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Curriculum materials in cultivating the mathematical creativity of gifted elementary students : a case study Shin-chan Wen, Qiaoping Zhang p. 239-261

Instilling creativity in pre-service teachers through investigation of mathematical puzzles : case of magic squares Mark Applebaum, Viktor Freiman p. 263-297

Developing mathematical creativity in prospective teachers : the case of multi-digit multiplication algorithms Ryan D. Fox, Anna M. Payne p. 299-318

Embarking on authentic and creative professional growth Jung Y. Colen, Amy Lein p. 319-338

Preparing preservice teachers to foster creativity in mathematics education through the use of collaborative learning experiences Hyunkyung Kwon p. 339-359

Cultivating students mathematical creative thinking ability in inquiry-based classroom Yanhui Xu p. 391-406

Exploring the mathematical creativity of preservice teachers : a beyond conceptions approach Anne N. Waswa, Kevin C. Moore p. 407-434

(An) intersubjective view of creative collaborative proving in undergraduate mathematics Amanda Lake Heath p. 361-389

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