Framework for Fostering Mathematical Creativity among Engineering Undergraduates

The use of Creative Problem Solving skills to solve open-ended mathematical problems can be added to the curriculum to help improve the mathematical creativity of engineering undergraduates and assist them to better solve real-world problems in the future. To date, there is no such framework used to foster mathematical creativity through Creative Problem Solving processes with the use of open-ended mathematical problems among engineering undergraduates. Therefore, there is a need to establish a workable framework to foster mathematical creativity among engineering undergraduates. This research is a case study which employed a qualitative exploratory research design to find out the Creative Problem Solving processes carried out by engineering undergraduates, and to investigate their mathematical creativity while they are engaged in solving twelve open-ended mathematical problems. The study included final year Mechanical engineering undergraduates in Unversiti Teknologi Malaysia, Malaysia and analyzed for 3 months. The qualitative data were analyzed from the recording sheets, audio transcripts, and documents. All three different data collection methods were also used to verify the data and it can be implied that creative ideas generated by engineering undergraduates were related to their creative solutions. Their creative ideas were linked to their mathematical creativity. A relationship was found between the Creative Problem Solving and mathematical creativity fostered. This study is significant in such a way that it is used to construct and design a framework for fostering mathematical creativity among engineering undergraduates in solving open-ended mathematical problems with the use of Creative Problem Solving skills. The framework can be used as a guideline to help engineering undergraduates to solve open-ended mathematical problems. Scholars and instructors may also find the results useful for the purpose of curriculum improvement in undergraduates’ engineering and mathematics education.