Unlocking Students Areas of Difficulties in Mathematics through the Teachers Creativity Fostering Behaviours

Creativity fostering behaviours of teachers are essential in every teaching and learning environment. It promotes teachers’ consistent efforts that are aimed at enhancing independent and flexible thinking. It also equips students with a variety of knowledge and materials for divergent thinking, encourages novel ways of solving problems and helps students cope with obstacles and failures. Unlocking students’ academic potential is a priority for many researchers and practitioners within the educational context. Reports on students’ academic achievement in mathematics revealed that there are areas of difficulties among the students. It could be that these areas of difficulties have led to poor academic achievement in mathematics over the years. On issues relevant to this study, teachers should give students direct feedback, encourage autonomy, re-word assignments to promote creativity and also create an accepting environment. Mathematics anxiety, inadequate problem-solving skills, lack of conceptual understanding and language barriers in mathematics were all highlighted as challenges of students’ difficulties in mathematics. Theoretically, this study was anchored on Self-Determination Theory. Practically, students, teachers, parents, educational administrators, government and researchers are all expected to benefit from the findings of this study. The ability to be creative, to create something from personal feelings and experiences, can reflect, nurture and unlock students’ understanding of mathematical concepts. The educational implications was highlighted and it was recommended among others that teachers should provide opportunities for students to share strengths and weaknesses as this in turn increases students’ active participation in the classroom.