A Study on the use of Problem-Posing Approach and Pre-Service Elementary Teachers Creativity, Anxiety and Beliefs to Teach Mathematics: A Systematic Review

This quantitative research investigated the perception of mathematical creativity and if there is a significant relationship to the epistemological mathematics beliefs of the nature and anxiety of mathematics. The study used three instruments to assess the research participants. The instruments included general assessment criteria, questionnaire on mathematics beliefs and mathematical creative ability. This empirical study used counterbalance study design with random sampling of elementary education teachers to help in answering the significant research questions. Repeated measures were taken to evaluate if there exists a significant relationship between variables. The study findings indicated that anxiety and beliefs correlated with mathematical creativity that employed both the pre-test and post-test mechanisms. According to this research studys results, mathematical anxiety and beliefs had a significant impact on divergent thoughts, alternative algorithms, problem posing and invented strategies.