Research Article

Cultivating creative minds: An online math course’s impact on Chinese students during the COVID-19 pandemic

Mark Applebaum 1 *
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1 Kaye Academic College of Education, Be’er Sheva, ISRAEL* Corresponding Author
Contemporary Mathematics and Science Education, 6(1), January 2025, ep25003, https://doi.org/10.30935/conmaths/15884
Submitted: 22 August 2024, Published: 28 January 2025
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ABSTRACT

This study examines the implementation and outcomes of an online mathematics course designed to foster creative and critical thinking among six Chinese 10-year-olds during the COVID-19 pandemic. Delivered by an Israeli educator, the course focused on problem-solving tasks that encouraged independent and original thinking in a cross-cultural, remote learning context. The research addresses two primary questions: how online math courses can enhance creative thinking and the challenges of implementing such courses in culturally diverse settings. Initial challenges, such as cultural hesitancy to engage in creative exercises, were addressed through carefully structured tasks blending logical reasoning with creativity. This approach resulted in significant improvements in students’ problem-solving abilities and positive attitudes toward STEM fields. A qualitative analysis of student feedback and solutions underscores the potential of online education to not only replicate but also enhance traditional learning experiences, particularly when adapted to the cultural contexts of learners. The findings highlight the importance of culturally responsive teaching and the integration of creative elements into mathematics curricula to foster higher-order thinking skills. This study provides practical recommendations for educators and policymakers while identifying key avenues for future research on the long-term impact of creative online learning and its application across diverse educational contexts.

CITATION (APA)

Applebaum, M. (2025). Cultivating creative minds: An online math course’s impact on Chinese students during the COVID-19 pandemic. Contemporary Mathematics and Science Education, 6(1), ep25003. https://doi.org/10.30935/conmaths/15884

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