Abstract:

Information and the information revolution has brought many changes to our lives. The most revolutionary is the unlimited access of most people to an incredible amount of information. Today we no longer have to "keep important information and facts in our heads". With the right technology, we are always within reach. The new age also changes the nature of education.

It is not necessary to remember the big amounts of information, but it is necessary to move the student to the position of a logical, creative subject that can effectively process, select and analyze the information obtained.

As mathematics teachers, we believe that it is mathematical education that positively affects the development of student creativity. Also the creative thinking of an individual opens the way for him to successfully solve mathematical problems. New technologies replace routine and stereotypical activities in many areas of life, not excluding mathematical activities. We believe that the human factor is irreplaceable in the area of flexible, creative and resourceful connecting of information and creation of new original ideas.

Nowadays we believe, the priority mission of teachers is to identify and develop creativity in students. One of the greatest concern of teachers is to achieve that the mathematics develops logical thinking in students by means of constructivist methodologies, to make mathematics a tool to be applied to daily life. In this regards, we presume the existence of relation between creativity and teaching of mathematics. Mathematical thinking encourages the development of creativity since it requires to make conjectures and distinguish opinions to solve a situation set out.

The current concept of education in Slovakia does not favour mathematical education. There is a constant reduction in the mathematics lessons at secondary schools. While 20 years ago 90% of high school students attended mathematics at least three years with a minimum of 2 hours a week. Today, 70% students have no mathematics for more than two years at secondary schools. In the academic year 2018/19, only 12,8% of high school seniors graduated in mathematics in Slovakia. If we consider mathematics as an important subject for developing student competence in the area of analytical, logical and creative thinking this figure is alarming.

The aim of our article is to use the statistical tools to verify the hypothesis: more mathematics teaching in secondary schools has a significant impact on the development of students' creative potential. We expected to confirm the positive impact of mathematical education on the development of creative competences. The research was carried out on a sample of 105 students - graduates of secondary schools. To obtain the necessary data, we used the standardized Figurative Urban Creativity Test as a screening tool to provide a relevant insight into the creative potential of the individual. The results of the educational experiment confirmed our expectations: mathematical education has a significant impact on the development of students' creative potential.

Keywords:

Mathematical education, creative thinking, pedagogical experiment, Figurative Creativity Urban test.