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dc.contributor.authorHaavold, Per Øystein
dc.contributor.authorSriraman, Bharath
dc.date.accessioned2022-02-24T08:46:31Z
dc.date.available2022-02-24T08:46:31Z
dc.date.issued2021-09-02
dc.description.abstractEven after many decades of productive research, problem solving instruction is still considered inefective. In this study we address some limitations of extant problem solving models related to the phenomenon of insight during problem solving. Currently, there are two main views on the source of insight during problem solving. Proponents of the frst view argue that insight is the consequence of analytic thinking and a sequence of conscious and stepwise steps. The second view suggests that insight is the result of unconscious processes that come about only after an impasse has occurred. Extant models of problem solving within mathematics education tend to highlight the frst view of insight, while Gestalt inspired creativity research tends to emphasize the second view of insight. In this study, we explore how the two views of insight—and the corresponding set of models—can describe and explain diferent aspects of the problem solving process. Our aim is to integrate the two different views on insight, and demonstrate how they complement each other, each highlighting diferent, but important, aspects of the problem solving process. We pursue this aim by studying how expert and novice mathematics students worked on two ill-defned mathematical problems. We apply both a problem solving model and a creativity model in analyzing students’ work on the two problems, in order to compare and contrast aspects of insight during the students’ work. The results of this study indicate that sudden and unconscious insight seems to be crucial to the problem solving process, and the occurrence of such insight cannot be fully explained by problem solving models and analytic views of insight. We therefore propose that extant problem solving models should adopt aspects of the Gestalt inspired views of insight.en_US
dc.identifier.citationHaavold PØH, Sriraman B. Creativity in problem solving: Integrating two different views of insight. ZDM: Mathematics Education. 2021en_US
dc.identifier.cristinIDFRIDAID 1929163
dc.identifier.doi10.1007/s11858-021-01304-8
dc.identifier.issn1863-9690
dc.identifier.issn1863-9704
dc.identifier.urihttps://hdl.handle.net/10037/24123
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.journalZDM: Mathematics Education
dc.relation.projectIDNorges forskningsråd: 270764en_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.titleCreativity in problem solving: Integrating two different views of insighten_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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