Which Habits of Mind Dimensions Uniquely Predict Mathematical Creative Thinking? A Hierarchical Regression Study of Integral Calculus Students
DOI:
https://doi.org/10.51454/jet.v7i2.770Keywords:
habits of mind, integral calculus, mathematical creative thinkingAbstract
The ability for mathematical creative thinking is crucial to meet the demands of integral calculus learning, which emphasizes conceptual understanding and strategic flexibility. This study analyzed the relationship between Habits of Mind (HoM) and students' Mathematical Creative Thinking (MCT) and identified which HoM dimensions uniquely predict MCT. A correlational–predictive design involved 60 Mathematics Education students in an Integral Calculus course. Data were collected through an eight-dimensional HoM questionnaire and a three-indicator MCT test, analyzed using Spearman's rho, multiple linear regression, and hierarchical regression. Total HoM and MCT scores showed a strong positive relationship (rₛ = 0.775; p < 0.001). The eight-dimension regression model was significant, R² = 0.765, F(8, 51) = 20.75, p < 0.001. Because several HoM dimensions were highly intercorrelated (VIF up to 11.36), only applying past knowledge to new situations emerged as a significant unique predictor (B = 1.412, β = 0.324, p = 0.019), confirmed by hierarchical regression (ΔR² = 0.027, p = 0.019). Theoretically, the findings distinguish collective HoM effects from the unique contribution of knowledge transfer. Practically, calculus instruction should emphasize applying prior concepts to unfamiliar problems.
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