Cultural Cybermath System in Enhancing Students’ Mathematical Creativity

Abstract

The study investigates the effectiveness of the Cultural CyberMath System (CCMS), a culturally embedded cyber learning environment grounded in the 5I’s learning path (Impress–Identify–Inspire–Inspect–Invoke), in enhancing students’ mathematical creativity. Drawing on gaps in technology enhanced, culturally responsive mathematics education, the study focuses on three indicators of creativity: fluency, flexibility, and originality. A quasi experimental pretest–posttest control group design was implemented with 62 first year hospitality management students enrolled in Mathematics in the Modern World at a Philippine state university, randomly assigned by class to an experimental group (CCMS) and a control group (contextualized blended instruction). Mathematical creativity was measured using a validated, rubric scored Mathematical Creativity Test composed of open ended, multiple solution tasks. Data were analyzed using descriptive statistics and ANCOVA with pretest scores as covariates. Results showed substantial gains in fluency, flexibility, and originality in both groups, with no significant differences in posttest fluency and flexibility. However, CCMS produced a statistically higher level of originality, indicating stronger support for generating uncommon and innovative solutions. Overall, the findings position CCMS as a viable alternative to contextualized blended instruction for fostering broad mathematical creativity, with added value for originality, and highlight the potential of culturally grounded cyber learning designs to cultivate creative mathematical thinking.