Cognitive Obstacles and Textbook Praxeological Limitations Underlying The Low Mathematical Creative Thinking of Elementary Students
Country:
(1) Doctoral Program in Basic Education, Universitas Pendidikan Indonesia, Indonesia
(2) Master’s Program in Mathematics Education, Universitas Pendidikan Indonesia, Indonesia
(3) Master’s Program in Mathematics Education, Universitas Pendidikan Indonesia, Indonesia
(4) Doctoral Program in Basic Education, Universitas Pendidikan Indonesia, Indonesia
(5) Universiti Teknologi Malaysia, Malaysia
The importance of mathematical creative thinking skills in the 21st century differs from the creative thinking skills of current elementary school students. A 5th-grade student at a public elementary school in West Bandung Regency, Indonesia, has low levels of creative thinking. This study aimed to analyze fifth-grade students' mathematical creative thinking skills during problem-solving, identify the underlying causes of their low performance, and propose instructional strategies to foster their development. The method used was qualitative, with a descriptive–interpretive design. Participants comprised 15 fifth-grade students from a single public elementary school in West Bandung Regency, Indonesia, selected via convenience sampling. The primary research instrument was the researcher, supported by a creative thinking skills test instrument and an interview guide. The results of this study are 1 student had a high level of creative thinking skills able to achieve indicators of flexibility, originality, awareness, and elaboration; 1 student had a moderate level of creative thinking skills able to achieve indicators of originality, awareness, and elaboration; and 13 students had low levels of creative thinking skills able to achieve indicators of fluency/originality/awareness/originality and awareness/ had not even achieved all indicators of mathematical creative thinking skills. Further analysis revealed fundamental misconceptions, particularly confusion between area and perimeter, fragmented procedural reasoning, and limited metacognitive verification during mathematical problem-solving. To improve students’ creative thinking skills, it is recommended to use learning activities oriented towards problem- and project-based learning, realistic mathematics, and mathematics textbooks that also support the problem-solving process. In conclusion, most fifth-grade students demonstrate low levels of mathematical creative thinking skills, shaped by conceptual misconceptions and limited metacognitive regulation, underscoring the importance of targeted, conceptually grounded, and problem-oriented instructional interventions.
Keywords: creative thinking skills, mathematics, problem-solving.
Agustin, R. D., Sa’dijah, C., Susiswo, S., & Sukoriyanto, S. (2024). Mathematical semantics representation obstacles of preservice mathematics teachers to solve geometry problems. Pegem Journal of Education and Instruction, 14(3), 376–392. https://doi.org/10.47750/pegegog.14.03.35
Agustito, D., Kuncoro, K. S., Kusumaningrum, B., Trisniawati, T., Sukiyanto, S., & Wijayanti, D. (2025). Praxeological analysis of linear algebra content presentation: A case study of Indonesian mathematics textbooks. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), 1–16. https://doi.org/10.29333/ejmste/16508
Altiner, E. Ç. (2025). Unraveling the creative mathematical thinking of primary school children: A qualitative exploration. The Journal of Educational Research, 1(1), 1–18. https://doi.org/10.1080/00220671.2025.2525247
Andini, I., & Cahyaningsih, U. (2024). An analysis of students’ learning difficulties in solving plane geometry problems among seventh-grade students. International Journal of Advance Research in Mathematics Education, 2(2), 110–121. https://doi.org/10.56916/ijr.v2i2.2657
Anggorowati, W., Kariadinata, R., & Widiastuti, T. T. (2024). Analysis of creative thinking skill in solving mathematical problems viewed from the types of personality. KnE Social Sciences, 9(13), 275–284. https://doi.org/10.18502/kss.v9i13.15928
Ario, M., Suhendra, Jupri, A., & Nurlaelah, E. (2025). Students’ errors and learning obstacles in solving algebraic word problems: Hermeneutic phenomenology. Education Sciences, 15(12), 1–27. https://doi.org/10.3390/educsci15121674
Asil Güzel, A., & Yeşildere İmre, S. (2024). Unveiling strategies and difficulties: investigating secondary school students’ approaches to area measurement problems. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 1(61), 2607–2631. https://doi.org/10.53444/deubefd.1502725
Ates, C. B., & Aktamis, H. (2024). Investigating the effects of creative educational modules blended with cognitive research trust (CoRT) techniques and problem based learning (PBL) on students’ scientific creativity skills and perceptions in science education. Thinking Skills and Creativity, 51(1), 101471. https://doi.org/10.1016/j.tsc.2024.101471
Avcı, Ü., & Yildiz Durak, H. (2023). Innovative thinking skills and creative thinking dispositions in learning environments: Antecedents and consequences. Thinking Skills and Creativity, 47(1), 1–13. https://doi.org/10.1016/j.tsc.2022.101225
Barbot, B., & Kaufman, J. C. (2025). PISA 2022 creative thinking assessment: Opportunities, challenges, and cautions. The Journal of Creative Behavior, 59(1), e70003. https://doi.org/10.1002/jocb.70003
Başokçu, T. O., & Güzel, M. A. (2022). Beyond counting the correct responses: Metacognitive monitoring and score estimations in mathematics. Psychology in the Schools, 59(6), 1105–1121. https://doi.org/10.1002/pits.22665
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, S. A. (2025). Relationship between creative thinking and outcomes in a digital STEM-based learning environment: A mixed methods case study. Thinking Skills and Creativity, 57(1), 101816. https://doi.org/10.1016/j.tsc.2025.101816
Bicer, A., Aleksani, H., Butler, C., Jackson, T., Smith, T. D., & Bostick, M. (2024). Mathematical creativity in upper elementary school mathematics curricula. Thinking Skills and Creativity, 51(1), 1–17. https://doi.org/10.1016/j.tsc.2024.101462
Chandra, F. E., Suryadi, D., Dahlan, J. A., Hayuningrat, S., & Rahman, S. (2025). Derivative in Indonesian textbook curricula: A praxeological analysis of learning obstacles in Indonesian mathematics textbooks. Eurasia Journal of Mathematics, Science and Technology Education, 21(5), 1–15. https://doi.org/10.29333/ejmste/16256
Danesi, M. (2025). Image schema theory and mathematical cognition (1st ed.). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-85414-9
Deslis, D., Moutsios-Rentzos, A., Kaskaouti, P., & Giakoumi, M. (2025). Digital storytelling in teaching and learning Mathematics: A PRISMA systematic literature review. Education Sciences, 15(11), 1–22. https://doi.org/10.3390/educsci15111548
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47(1), 1–11. https://doi.org/10.1016/j.tsc.2022.101229
Dorel, L. (2023). The relationship between visual and abstract comprehension in spatial geometry, and its importance to developing spatial perception and vision. International Journal for Technology in Mathematics Education, 30(4), 219–226. https://doi.org/10.1564/tme_v30.4.3
Fajri, H. M., Marini, A., & Suyono. (2025). Trends and patterns in realistic mathematics education research in elementary schools: A bibliometric approach. Social Sciences & Humanities Open, 12(2025), 1–12. https://doi.org/10.1016/j.ssaho.2025.101730
Fardian, D., Suryadi, D., & Prabawanto, S. (2025). A praxeological analysis of linear equations in Indonesian mathematics textbooks: Focusing on systemic and epistemic aspect. Journal on Mathematics Education, 16(1), 225–254. https://doi.org/10.22342/jme.v16i1.pp225-254
Fauzi, W. N. A., Wuryandani, W., & Supartinah. (2025). Creative thinking in global primary education: Pedagogical innovations and learning outcomes through an integrated bibliometric and systematic review. Social Sciences & Humanities Open, 12(1), 102216. https://doi.org/10.1016/j.ssaho.2025.102216
Fischer, M. H., Glenberg, A. M., Moeller, K., & Shaki, S. (2022). Grounding (fairly) complex numerical knowledge: An educational example. Psychological Research, 86(8), 2389–2397. https://doi.org/10.1007/s00426-021-01577-4
Fitrianawati, M., Surtiani, I., & Istiandaru, A. (2022). Matematika SD/MI kelas 5 [Elementary school mathematics grade 5] (C. H. Lestari & H. Kurnia (eds.)). Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Hall, S., & Liebenberg, L. (2024). Qualitative description as an introductory method to qualitative research for master’s-level students and research trainees. International Journal of Qualitative Methods, 23(2024), 1–5. https://doi.org/10.1177/16094069241242264
Harris, D. (2023). Spatial reasoning in context: Bridging cognitive and educational perspectives of spatial-mathematics relations. Frontiers in Education, 8(1), 1–13. https://doi.org/10.3389/feduc.2023.1302099
Hendriyanto, A., Suryadi, D., Juandi, D., Dahlan, J. A., Hidayat, R., Wardat, Y., Sahara, S., & Muhaimin, L. H. (2024). The didactic phenomenon: Deciphering students’ learning obstacles in set theory. Journal on Mathematics Education, 15(2), 517–544. https://doi.org/10.22342/jme.v15i2.pp517-544
Hidajat, F. A. (2024). Effectiveness of virtual reality application technology for mathematical creativity. Computers in Human Behavior Reports, 16(1), 100528. https://doi.org/10.1016/j.chbr.2024.100528
Idrus, H., Rahim, S. S. A., & Zulnaidi, H. (2022). Conceptual knowledge in area measurement for primary school students: A systematic review. STEM Education, 2(1), 47–58. https://doi.org/10.3934/steme.2022003
Israel, M., Li, J., Yan, W., Elagha, N. A., Huggins-Manley, C. A., Luo, F., & Franklin, D. (2023). How are elementary students demonstrating understanding of decomposition within elementary mathematics? Proceedings of the 2023 ACM Conference on International Computing Education Research, 222–235. https://doi.org/10.1145/3568813.3600143
Jong, T. De, Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let’s talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review, 39(2023), 100536. https://doi.org/10.1016/j.edurev.2023.100536
Kandaga, T., Rosjanuardi, R., & Juandi, D. (2022). Epistemological obstacle in transformation geometry based on van Hiele’s level. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), 1–12. https://doi.org/10.29333/ejmste/11914
Kattou, M., Christou, C., & Pitta-Pantazi, D. (2026). Exploring the impact of an intervention on fostering mathematical creativity. Thinking Skills and Creativity, 61(1), 102142. https://doi.org/10.1016/j.tsc.2026.102142
Kholid, M. N., Mahmudah, M. H., Ishartono, N., Putra, F. G., & Forthmann, B. (2024). Classification of students’ creative thinking for non-routine mathematical problems. Cogent Education, 11(1), 1–16. https://doi.org/10.1080/2331186X.2024.2394738
Lai, Y., & Lavi, R. (2025). Problem structuring in urban science education: Why, what, and how. Frontiers of Urban and Rural Planning, 3(1), 13. https://doi.org/10.1007/s44243-025-00064-3
Lestari, F., Alim, J. A., & Noviyanti, M. (2024). Implementation of differentiated learning to enhance elementary school students’ mathematical critical and creative thinking skills. International Journal of Elementary Education, 8(1), 178–187. https://doi.org/10.23887/ijee.v8i1.64295
Li, Y., & Zhang, S. (2022). Qualitative data analysis. In Y. Li & S. Zhang (Eds.), Applied research methods in urban and regional planning (pp. 149–165). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-93574-0_8
Lu, X., & Kaiser, G. (2022). Creativity in students’ modelling competencies: Conceptualisation and measurement. Educational Studies in Mathematics, 109(2), 287–311. https://doi.org/10.1007/s10649-021-10055-y
Luqman, N., Fadilah, J. R., & Zahra, I. (2025). Student error in circumferential and circular area materials: Analysis based on the nolting classification. Journal of Authentic Research on Mathematics Education, 7(1), 14–27. https://doi.org/10.37058/jarme.v7i1.13438
Nadzeri, M. B., Chew, C. M., & Ismail, I. M. (2022). Analysis of misconceptions on learning geometry for second-grade primary school pupils. Journal of Social Sciences and Humanities, 1(3), 1–7. https://doi.org/10.53797/icccmjssh.v1i3.1.2022
Nieminen, J. H., Chan, M. C. E., & Clarke, D. (2022). What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving? Educational Studies in Mathematics, 109(1), 115–136. https://doi.org/10.1007/s10649-021-10074-9
Nilimaa, J. (2023). New examination approach for real-world creativity and problem-solving skills in mathematics. Trends in Higher Education, 2(3), 477–495. https://doi.org/10.3390/higheredu2030028
Niu, W., Cheng, L., Duan, D., & Zhang, Q. (2022). Impact of perceived supportive learning environment on mathematical achievement: The mediating roles of autonomous self-regulation and creative thinking. Frontiers in Psychology, 12(1), 1–9. https://doi.org/10.3389/fpsyg.2021.781594
Ntumi, S., Adzifome, S. N., Nyamekye, T., & Vedor, F. K. (2026). Culturally responsive assessment in mathematical word problems and numerical cognition in multilingual education. Scientific Reports, 16(1), 5133. https://doi.org/10.1038/s41598-026-35864-0
Nufus, H., Muhandaz, R., Hasanuddin, Nurdin, E., Ariawan, R., Fineldi, R. J., Hayati, I. R., & Situmorang, D. D. B. (2024). Analyzing the students’ mathematical creative thinking ability in terms of self-regulated learning: How do we find what we are looking for? Heliyon, 10(3), 1–14. https://doi.org/10.1016/j.heliyon.2024.e24871
OECD. (2023). PISA 2022 result (volume I): The state of learning and equity in education.
Olsson, J., & Granberg, C. (2024). Teacher-student interaction supporting students’ creative mathematical reasoning during problem solving using scratch. Mathematical Thinking and Learning, 26(3), 278–305. https://doi.org/10.1080/10986065.2022.2105567
Orhani, S. (2025). Deep learning in math education. International Journal of Research and Innovation in Social Science, 8(4), 270–278. https://doi.org/10.47772/IJRISS.2024.804022
Parlak, S., Tokel, N., & Çakiroğlu, Ü. (2024). Reverse engineering in robotics classrooms: Boosting creative thinking and problem-solving. International Journal of Computer Science Education in Schools, 7(1), 1–13. https://doi.org/10.21585/ijcses.v7i1.227
Rabab’ah, Y. (2025). The most common conceptual errors in primary school geometry. Educational Process: International Journal, 18(1), 1–15. https://doi.org/10.22521/edupij.2025.18.525
Rahayuningsih, S., Kartinah, & Nurhusain, M. (2023). Students’ creative thinking stages in inquiry-based learning: A mixed-methods study of elementary school students in Indonesia. Acta Scientiae, 25(3), 238–272. https://doi.org/10.17648/acta.scientiae.7612
Rehman, N., Huang, X., & Mahmood, A. (2025). Enhancing mathematical problem-solving and 21st-Century skills through PjBL: A structural equation modelling approach. Educational Studies, 1(1), 1–26. https://doi.org/10.1080/03055698.2025.2514691
Safaria, S. A., & Agus, I. (2024). The exploration of mathematical creative thinking ability in solving geometry problems from the perspective of mathematical ability. Jurnal of Tadris Matematika (JTMT), 5(1), 38–47. https://doi.org/10.47435/jtmt.v5i1.2320
Samsudin, S., Wahyudin, W., & Arisetyawan, A. (2025). Enhancing creative thinking abilities and mathematical thinking dispositions in elementary students. Journal of Innovation and Research in Primary Education, 4(3), 1787–1796. https://doi.org/10.56916/jirpe.v4i3.1706
Setlur, A., Garg, S., Geng, X., Garg, N., Smith, V., & Kumar, A. (2024). RL on incorrect synthetic data scales the efficiency of LLM math reasoning by eight-fold. Advances in Neural Information Processing Systems, 37(1), 43000–43031. https://doi.org/10.52202/079017-1361
Setyaedhi, H. S., Arianto, F., & Mubarok, H. (2025). Measuring creative thinking skills using the feasibility of mathematics problems with an open-ended approach in two-dimensional plane geometry topic. Jurnal Pendidikan MIPA, 15(3), 723–731. https://doi.org/10.23960/jpmipa/v26i2.pp1173-1195
Suherman, S., & Vidákovich, T. (2025). Creative self-efficacy, attitudes, creative style, and environmental literacy: Promoting mathematical creative thinking. The Journal of Educational Research, 118(5), 475–485. https://doi.org/10.1080/00220671.2025.2495329
Surmilasari, N., Marini, & Usman, H. (2022). Creative thinking with stem-based project-based learning model in elementary mathematics learning. Jurnal Pendidikan Dasar Nusantara, 7(2), 434–444. https://doi.org/10.29407/jpdn.v7i2.17002
Suryanti, S., Natadiwijaya, I. F., & Nurohman, S. (2024). Implementation of STEM-PBL design based students e-worksheet to improve problem solving skills. Jurnal Pendidikan MIPA, 25(4), 1665–1677. https://doi.org/10.23960/jpmipa/v25i4.pp1665-1677
Susanna, T., Lasse, E., Henrik, N. J., & Sari, H.-N. (2026). From problem-solving to reflection: Activating diverse metacognitive skills in mathematics. International Journal of Science and Mathematics Education, 24(2), 10. https://doi.org/10.1007/s10763-025-10643-x
Sutarni, S., Sutama, S., Prayitno, H. J., & Sutapa, A. (2023). Analysis of creative thinking skills in solving mathematics problems with High Order Thinking Skill (HOTS) oriented at the elementary school level. AIP Conference Proceedings, 2727(1), 20002. https://doi.org/10.1063/5.0141697
Sweller, J., Zhang, L., Ashman, G., Cobern, W., & Kirschner, P. A. (2024). Response to De Jong et al.’s (2023) paper “Let’s talk evidence – The case for combining inquiry-based and direct instruction.” Educational Research Review, 42(2024), 100584. https://doi.org/10.1016/j.edurev.2023.100584
Tang, C., Mao, S., Naumann, S. E., & Xing, Z. (2022). Improving student creativity through digital technology products: A literature review. Thinking Skills and Creativity, 44(1), 101032. https://doi.org/10.1016/j.tsc.2022.101032
Tay, L. Y., Chan, M., Chong, S. K., Tan, J. Y., & Aiyoob, T. B. (2024). Learning of mathematics: A metacognitive experiences perspective. International Journal of Science and Mathematics Education, 22(3), 561–583. https://doi.org/10.1007/s10763-023-10385-8
Utami, N. S., Mizoguchi, T., Prabawanto, S., & Suryadi, D. (2025). A praxeological analysis of functions in lower secondary school: Comparing the textbooks in Japan and Indonesia. International Electronic Journal of Mathematics Education, 20(2), 1–13. https://doi.org/10.29333/iejme/15818
Wang, B., & Li, P. (2024). Digital creativity in STEM education: The impact of digital tools and pedagogical learning models on the students’ creative thinking skills development. Interactive Learning Environments, 32(6), 2633–2646. https://doi.org/10.1080/10494820.2022.2155839
Wei, X. (2025). Cognitive model for primary school mathematical problem solving. In X. Wei (Ed.), Artificial intelligence in mathematics education: Cognitive analysis and cognitive simulation (pp. 47–71). Springer Nature Singapore. https://doi.org/10.1007/978-981-95-1405-2_4
Wibowo, W. A., Suryatama, H., & Siswanto, D. H. (2025). Exploring the impact of the merdeka curriculum on mathematics education in elementary schools. International Journal of Learning Reformation in Elementary Education, 4(1), 27–38. https://doi.org/10.56741/ijlree.v4i01.793
Wong, T. T.-Y., & Yip, E. S.-K. (2023). What is the unknown? The ability to identify the semantic role of the unknown from word problems longitudinally predicts mathematical problem solving performance. Contemporary Educational Psychology, 73(1), 102183. https://doi.org/10.1016/j.cedpsych.2023.102183
Wulan, D. K., Agustiani, H., Purba, F. D., & Lubis, F. Y. (2025). Mapping empirical factors of digital creativity: A systematic review. Journal of Creativity, 35(2), 100103. https://doi.org/10.1016/j.yjoc.2025.100103
Yulaichah, S., Mariana, N., & Wiryanto, W. (2024). The use of e-comics based on a realistic mathematical approach to improve critical and creative thinking skills of elementary school students. International Journal of Recent Educational Research, 5(1), 90–105. https://doi.org/10.46245/ijorer.v5i1.497
Yunianta, T. N. H., Suryadi, D., Dasari, D., & Herman, T. (2023). Textbook praxeological-didactical analysis: Lessons learned from the Indonesian mathematics textbook. Journal on Mathematics Education, 14(3), 503–524. https://doi.org/10.22342/jme.v14i3.pp503-524
Zakaria, M. I., Hanri, C., Noer, S. H., Triana, M., & Widyastuti, W. (2025). 4C skills teaching activities for mathematics teachers: Application of modified nominal group technique. Journal of Education and Learning, 19(2), 626–633. https://doi.org/10.11591/edulearn.v19i2.22337
Zakiah, N. E., Suryadi, D., & Suhendra, S. (2025). Didactic praxeological analysis of Indonesian and Singaporean mathematics textbooks: Mathematical practices in transformation geometry. Jurnal Pendidikan MIPA, 15(3), 723–731. https://doi.org/10.23960/jpmipa/v26i2.pp905-923
Refbacks
- There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


