Promoting the development of primary school students' sense of innovation through challenging

Context: This study was conducted at the Primary School Affiliated to Northeast Normal University in Changchun, China. The project aimed to enhance teacher development through theoretical learning, practical application, and international academic exchange. The research focused on fostering students' sense of innovation in mathematics through challenging. Aims: The study aimed to explore how teachers can guide students in using challenges to develop innovative thinking. Specifically, it investigated (1) how to effectively cultivate students' challenge skills in mathematics classrooms and (2) how challenging contributes to the development of students' innovative awareness. The research sought to identify strategies for designing classroom dialogue that encourages inquiry, challenges, and deep understanding. Methods: The study adopted an action research approach with three iterative cycles of classroom interventions, observations, and reflections. Three teachers implemented questioning-based teaching strategies, while the others acted as collaborative researchers. Data collection included classroom recordings, student interviews, and coded analyses of teacher-student interactions. Findings: The study identified a four-stage progression in developing challenge skills: (1) open discussion on broad topics, (2) deliberate practice of challenge techniques, (3) structured integration of challenge within teaching contexts, and (4) spontaneous application of questioning by students. Results showed that as students became more proficient in challenging, their ability to critically assess viewpoints, establish connections, and generate innovative ideas improved. In the early stages, teacher guidance was necessary, but over time, students developed autonomy in questioning and collaborative problem-solving. Implications: The study suggests that structured challenging strategies can enhance students' ability to think critically and creatively in mathematics. Teachers may observe that fostering a classroom culture of inquiry helps students build confidence in challenging ideas and developing solutions. Additionally, the progression from teacher-led questioning to student-initiated inquiry highlights the importance of sustained practice in developing innovative thinking.

Keywords (free text)

mathematics education, challenge skills, innovation, critical thinking, classroom dialogue, challenge skills, innovation, critical thinking, classroom dialogue

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/887

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Primary School Affiliated to Northeast Normal University 东北师范大学附属小学