Creativity in students’ modelling competencies: conceptualisation and measurement

Abstract Modelling competencies are currently included in numerous curricula worldwide and generally accepted as a complex, process-oriented construct. Therefore, effective measurement should include multiple dimensions, like the sub-competencies required throughout modelling process. Departing from characteristics of problems open often underdetermined real-world problems, we propose to enrich current conceptualisation mathematical by including creativity, which plays an important role phases process but has scarcely been considered discourse. In study described this paper, new instrument for evaluation enriched construct developed implemented. The incorporating creativity students were evaluated based on adequacy models processes proposed, appropriateness completeness approaches detail. Adapting that have problem-solving discourse, certain criteria selected evaluate students’ tackling problems—namely, usefulness, fluency, originality. empirical was conducted among 107 Chinese at upper secondary school level, who attended camp independently solved three complex problems. results reveal significant correlations between fluency originality performances across all tasks; however, relationships usefulness other two aspects not consistent. Overall, support importance inclusion competencies.