1. STUDENTS` CONCEPTIONS ABOUT CREATIVITY: a CASE STUDY IN 3RD CYCLE OF BASIC EDUCATION
Aldina Rodrigues1
1Universidade de Trás-os-Montes e Alto Douro (PORTUGAL)

2. BE WELCOME THANKFUL BY THE PRESENCE HOPE YOU LIKE!

3. Summary 1) Introduction 2) Experimental - Methodology 3) Participants
4) Questionnaire Survey
5) Results and Discussion
6)Conclusions

4. 1) Introduction
Important development of Creativity in educational Context
Creativity is motivates the students for learning and school success
Delineate strategies and teaching methodologies that promote creative thinking

5. 1) Introduction
Environments Contexts about the use of tasks and Technology
Analyzing conceptions students about Creativity concept

6. 2) Experimental Methodology
Qualitative, interpretative and with the case study
Three cases studies – Case I, Case II and Case III
Questionnaire survey for data analysis (one question)
Elaboration the categories of analysis

7. 3) Participants 80 Portuguese students of 3rd cycle of basic education
Year 2013/2014 and school AG1
Case I -17 students aged from 12-14
Case II - 28 students aged from 12-17
Year 2014/2015 and school AG2
Case III-35 students aged from 12-15

8. 4) Questionnaire Survey
Question seven about study conceptions of creativity:
“What is creativity for you?”
Questionnaire survey about eleven questions (1-6 of age, gender, school year and school success)

9. 5) Results and Discussion
“What is creativity for you?”
Categories
Case I
(7th year)
Case II
(8th year)
Case III
(9th year)
Imagination
9 (53%)
7 (25%)
9 (26%)
Create Something new and different
6 (41%)
17 (61%)
24 (69%)
Others
2 (6%)
4 (14%)
2 (5%)
Full
17 (100%)
28 (100%)
35 (100%)
In categorie others of expressions by type: to be free and fun; when you something to encourage someone and teacher of discipline.

10. 5) Results and Discussion
Responses representatives
Creativity is the imagination we have to accomplish the tasks (P 14, Case I )
For me creativity is having original ideas and creating things (in this case classes) that are somehow motivating and in a way fun (P 5, Case II)
They are new ideas, different from the common ones (P 1, Case III)

11. 5) Results and Discussion
Existence of different conceptions about concept of creativity
Case I (7th year) – Creativity is Imagination (53%) Results four investigations:
Department for Education and Skills
Romo
Sternberg and Lubart
Vygotsky

12. 5) Results and Discussion
Case II (8th year) and Case III (9th year) – Creativity is Create Something New and Different (61% and 69%)
Results four studies:
Ervynck
Leikin
Martínez
Goswami
Henriksen

13. 6) Conclusions Participants conceptions about creativity concept is:
Case I - Imagination
Case II and Case III – Create Something New and Different
Development studies about mathematical creativity conceptions
Futures recommendations Environment class and reflection of teaching practices of teachers

14. References
[1] T. Lubart, “Psicologia da criatividade”, Porto Alegre, Artmed, 2007.
[2] A. J. Starko, “Creativity in the classroom - schools of curious delight”, New York, Routledge, 2010.
[3] A. Cornella y A. Flores, “La alquimia de la innovación”, Barcelona, Deusto,
[4] J.C. Kaufman y R. J. Sternberg, “Cambridge handbook of creativity”, NewYork, Cambridge University Press, 2010.
[5] S.M. Wechsler, Revista portuguesa de Psicologia: teoria, investigação e prática, 6(1), (2001) p. 215.
[6] X. Van Harpen y B. Sriraman, Educational Studies in Mathematics, 82(2), (2013) p. 201.
[7] I. Pelczer y F.G. Rodríguez, The Montana Mathematics Enthusiast, 8(1), (2011) p. 383.
[8] J. Cavalcanti, Saber (e) educar, 11(8), (2006) p. 89.
[13] L. Vygotsky, Journal of russian and east european psychology, 42(1), (2004), p.7.
[14] R.J. Sternberg y T. I. Lubart, “Handbook of creativity”, London, Cambridge University Press, 2000.
[15] M. Romo, “Psicología de la creatividad [Psychology of creativity]”, Barcelona, Paidós, 2012.
[17] R. Cardarello y A. Gariboldi, “Creativity in pre-school education”, Itália, Sern, 2013.

15. References
[18] P. Mishra y D. Henriksen, Tech trends, 58(1), (2014) p. 20.
[22] A.M. Martínez, “Ensino e aprendizagem: a subjetividade em foco”, Brasília, 2012.
[27] B. Sriraman, “Theories of mathematical learning”, New York, Routledge,
[30] Department for Education and Skills, “The curriculum guidance for the foundation stage”, London, 2000.
[31] L. Cohen, L. Manion y K. Morrisson, “Research methods in education (6ª ed.)”, London, Routledge, 2009.
[33] F. Erickson, “Handbook of research on teaching”, New York, Macmillan,
[34] R. Stake, “The art of case study research”, California, Sage Publications, 1995
[35] L. Bardin, “Análise de conteúdo”, Lisboa, Edições 70, 1979.
[36] R. H. Sampieiri y C. F. Collado, “Metodologia de pesquisa (3.ª ed.)”, São Paulo, McGraw-Hill, 2003.
[37] M. Esteves, “Fazer investigação: contributos para a elaboração de dissertações e teses”, Porto, Porto Editora, 2006.

16. References
[38] G. Acevedo, Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10, (2012), p. 212.
[39] G. Ervynck, “Advanced mathematical thinking”, Dordrecht, Kluwer, 1991.
[40] R. Leikin, “Creativity in mathematics and the education of gifted students”, Rotterdam, Sense Publishers, 2009.
[41] A. Goswami, “Criatividade para o século 21: uma visão quântica para a expansão do potencial criativo”, São Paulo, Aleph, 2012.
[43] E. Alencar y Z. Oliveira, Universal journal of educational research, 4(3), p. 555.
[44] M. Kong y N. Kang, International journal of science and mathematics education, 8(5), 2012, p.821.

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