Hossein Kareshki, Talieh Saeidi, Elaheh Hejazi,
Volume 4, Issue 35 (9-2017)
Abstract
This study aims to examine the situation of research help seeking among graduate students (students of master and Ph.D. candidates) at Ferdowsi University of Mashhad. The sample size was 425, selected by Quota sampling and based on educational level, gender and faculty. The 58 items questionnaire prepared and analyzed by the researchers was used to measure research help seeking. The results showed that there is a significant difference in score average of help seeking among different faculties. Average female students in the component of adaptive help seeking and average male students in component of avoidance of help seeking were significantly higher. Average graduate students in dimension of need for research help seeking and avoidance of help seeking and average Ph.D. students’ in component of adaptive help seeking were higher. Ultimately, since weakness in research skills is among the different factors in both the conduction and application of research findings and it would probably invalidate the findings, professional commitment would dictate that in case the need arises, the researcher would use the help-seeking strategy.
Dr Marzieh Haghayeghi, Dr Ali Moghadamzadeh, Dr Hamdollah Ravand, Dr Mohamad Javadipour, Dr Hossein Kareshki,
Volume 13, Issue 47 (2-2024)
Abstract
As the focus on fostering creative thinking in math education grows, there is a growing interest in understanding how to evaluate these skills. This study used a systematic review following PRISMA guidelines to explore how creative mathematical thinking is assessed in academic literature. After carefully analyzing 55 studies, we looked at different aspects like educational levels, math concepts, assessment methods, and the reliability and validity of these assessments. Our findings revealed that most studies focused on assessing creative thinking in junior secondary education, with limited attention given to primary education. Geometry and measurement were the most commonly assessed subjects, likely due to their visual nature, which lends itself well to assessing creativity. Many assessment tools used open-ended questions, while some incorporated ethnomathematics-based questions. However, less than half of the studies provided evidence of reliability, and only about half reported validity evidence, mostly related to content validity. This review highlights a gap in research concerning the measurement and assessment of creative mathematical thinking.
