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Divergent thinking and mathematics achievement in Turkey: Findings from the programme for international student achievement (PISA-2003)

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dc.contributor.authorUnal, Hasan
dc.contributor.authorDemir, Ibrahim
dc.date.accessioned2026-06-27T13:06:37Z
dc.date.issued2009
dc.description.abstractThe purpose of this study was to examine divergent thinking on achievement in four areas of mathematics (geometry, arithmetic, algebra, statistics and probability). The sample consisted of 4545, 15-years old Turkish students whom participated in the PISA-2003 study. The participants completed a questionnaire and participated in mathematics test. ANOVA and MANOVA was used to identify differences if any among divergent thinker vs. non-divergent thinkers in four areas of mathematics. Results from this study indicate that divergent thinking ability plays an important role in achievement in mathematics. (C) 2009 Elsevier Ltd. All rights reserveden
dc.description.urihttps://doi.org/10.1016/j.sbspro.2009.01.313
dc.identifier.doi10.1016/j.sbspro.2009.01.313
dc.identifier.endpage1770
dc.identifier.issn1877-0428
dc.identifier.issue1
dc.identifier.startpage1767
dc.identifier.urihttps://hdl.handle.net/20.500.14981/49858
dc.identifier.volume1
dc.identifier.wos000275580400303
dc.language.isoeng
dc.publisherELSEVIER SCIENCE BV
dc.relation.conferenceWorld Conference on Educational Sciences
dc.relation.ispartofWORLD CONFERENCE ON EDUCATIONAL SCIENCES - NEW TRENDS AND ISSUES IN EDUCATIONAL SCIENCES
dc.rightsopenAccess
dc.subjectdivergent thinking
dc.subjectgeometry
dc.subjectcreativity
dc.subjectPisa 2003
dc.subjectEducation & Educational Research
dc.titleDivergent thinking and mathematics achievement in Turkey: Findings from the programme for international student achievement (PISA-2003)
dc.typeProceedings Paper
dspace.entity.typePublication
local.import.sourceWOS

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