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This research aims to find out the creativity among the geomatical engineering students. 96 geomatical engineering students participated in the research. They were divided into 24 groups of 4 students. Each group were asked to solve a real world problem collaboratively with their creative thinking. Their works were collected and then analysed as to compare their creativity based on their fluency, flexibility and originality. The results showed that the students were able to use their creativity and came out with many different methods to solve the problem. The results also showed that the components of creativity namely fluency, flexibility and originality can be used to assess the creativity among the groups of students.

The purpose of this study is to compare the differences of four essential aspects (i.e., representational forms, contextual features, cognitive demand levels, and response types) embedded in mathematical problems within the topics of numbers and operations in mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This study employed a content analysis method to analyze the four aspects in the most representative textbook from each country. Results showed varied development of the four aspects and indicated different priorities being emphasized in each country's textbook. For instance, Singaporean textbooks have the highest percentage of mathematical problems that require higher levels of cognitive demands. Textbooks in Indonesia, Malaysia, Finnish, and Singapore contain more opportunities to engage with purely mathematical forms, with a percentage higher than 40%. Other findings concerning the four aspects can help to understand students' potential engagement with mathematics teaching and learning at elementary schools in the five countries.

This paper aims to understand the use of open-ended mathematical problem to stimulate students' ability in problem solving. There were five mechanical engineering participating in this study. Their works were video-taped as to reveal their process of problem solving. Intervention of creative problem solving was used as to help the students to come out with solutions. They were also interviewed individually after they had solved the problem. All the process of problem solving and their conversations were video-taped and audio-taped, transcribed and then analyzed into sub-themes, namely: problem definition, ideas generation, ideas evaluation, ideas judgment, and solution implementation. Questionnaire was also distributed to three classes of 74 mechanical engineering students as to find out their preference in all the stages of creative problem solving. The result showed that the students were able to solve the open-ended mathematical problem collaboratively based on all the stages of creative problem solving.

This study examines the conceptual understanding of numbers and operations among 372 fifth-grade students, based on their responses to an online three-tier test designed to assess their number sense, declarative knowledge, explanatory knowledge, and confidence. The results showed that most students had low performance and low number sense, with only approximately 18% demonstrating profound conceptual understanding of numbers and operations based on their high performance in five number sense components and high confidence in their solutions. In addition, the majority of students struggled with judging the reasonableness of computational results and solving context-based problems. Furthermore, approximately 78% of participants had misconceptions, with many expressing high confidence in their answers and reasoning. The findings of this study can serve as critical references when designing teaching content and materials for elementary students by carefully considering their performance, number sense, misconceptions, and confidence. The report concludes with a discussion of the implications of the results and suggestions for future research to address critical concerns in mathematics teaching and learning. [ABSTRACT FROM AUTHOR]