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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.

The focus of assessment in statistics has gradually shifted from traditional assessment towards alternative assessment where more attention has been paid to the core statistical concepts such as center, variability, and distribution. In spite of this, there are comparatively few assessments that combine the significant three types of statistical reasoning (reasoning about center, spread, and distribution) with information technology in the context of secondary school students. Hence, this paper intends to discuss the development and initial validation of a technology-based statistical reasoning assessment tool that has been created based on a previously developed statistical reasoning framework. This framework has been useful in evaluating students' statistical reasoning levels in task-based interviews. The assessment tool formulated through this study will be used to refine and validate the initial statistical reasoning framework. There are five tasks in this instrument and each item is labeled according to four key constructs. The technological tool that has been used in solving tasks is dynamic mathematics software. This technology-based statistical reasoning assessment tool can be applied for further investigation.