Mathematics Literacy, Fluency and Creativity among Senior High School Learners

Abstract

This study examined the relationships between mathematical literacy and creativity, as well as between mathematical fluency and mathematical creativity, among senior high school learners. It used a quantitative approach and a descriptive-correlational design. The study's respondents were 200 senior high school students from Laguna State Polytechnic University - Los Baños Campus. The research instruments utilized were standardized scales that assessed the respondent’s mathematical literacy, fluency, and creativity. The statistical tools used were the weighted mean, standard deviation, Pearson product-moment correlation, and linear regression. The findings revealed a strong and significant relationship among the respondents between mathematical literacy, fluency, and mathematical creativity. This indicates that the increase in their mathematical literacy is positively related to their ability to demonstrate originality, flexibility, and elaboration when solving higher mathematics problems. Their ability to make sense of numbers and apply that understanding flexibly and productively when solving problems greatly contributes to their producing ideas that are unique, valuable, appropriate, and meaningful in mathematics. Mathematical literacy and fluency significantly explain the creativity in mathematics among learners. The student’s capability to create and justify a unique solution is greatly contributed to by their ability to construct, use, and interpret mathematics in a range of situations, as well as their ability to work swiftly and accurately under pressure while maintaining focus in solving higher mathematics problems.