TEACHERS’ ROLE IN FOSTERING CREATIVITY OF STUDENTS IN GEOMETRY

Abstract

This study was conducted with the assumption that the teacher is the main agent in fostering creativity of students in geometry learning. The role of a teacher is most important in the teaching learning process where teachers’ role is influenced by their conceptual understanding of geometry. Moreover, pedagogical knowledge of teacher about geometry and real life implication of geometry also influence the role of teacher. Similarly, students’ creativity in geometry depends on teachers’ roles. So, teachers’ roles help to foster creativity of students in geometry. As well as the uses of geometry in real life also take place in fostering creativity of students. The aim of this study was to get the real situation of teachers’ role in teaching geometry and its influences in fostering creativity of students in geometry. I used interpretive research paradigm in this research. Under qualitative approach of research, I used hermeneutical study as my method of research. Both primary and secondary data were collected in this study. The data were collected primarily through interview and focus group discussions. Other sources of data were various researches which were related to the studies, books, journals and websites. The interview participants were secondary level ii mathematics teachers and secondary level students. The interview was conducted by the help of some set of questionnaires. During the research I recorded their feelings, perceptions, thoughts, their real practices according to their voice, and behaviors according to my research. Furthermore, focus group discussions with the teacher participants and student participants were conducted differently. And high attention was paid to the inclusiveness of the participants in the overall data collection process. I created the text deriving from the raw data obtained from the interview and focus group discussion. I also created the text form previous research studies. Then I made horizons of the findings of the text. Finally, the analysis with fusion was done with previous experience of the researcher in this field. The study found that there was a gap among the teachers about fostering creativity of students in geometry. Further, teachers’ conceptual understanding and pedagogical knowledge influence the teachers’ roles and the real life uses of geometry influence the fostering of creativity of students in geometry