Developing Creative Thinking Skills Through Philosophy for Children (P4C) in Middle School Mathematics Classes

Author Information

Hatice Yaylaci, Hatay Mustafa Kemal University, Turkey
Sevda Dolapcioglu, Hatay Mustafa Kemal University, Turkey

Abstract

The purpose of this research is to examine the effect of Philosophy for Children (P4C)-based instruction applied in middle school mathematics courses on students' mathematical creativity levels, specifically focusing on fluency, elaboration, and originality. An embedded mixed-methods design was adopted in the study. The quantitative phase utilized a quasi-experimental design with a pre-test and post-test control group, while the qualitative phase employed a case study design. The study group consisted of 40 fifth-grade students studying at a public school in Hatay, Turkey. Over an 8-week implementation period, the experimental group engaged in mathematics activities integrated with the P4C “Community of Inquiry” model, whereas the control group followed the standard mathematics curriculum. Data were collected using the Torrance Tests of Creative Thinking Figural Form B, a researcher-developed Mathematical Creative Thinking Skills Test, semi-structured interviews, and observation forms. Quantitative data were analyzed using Mixed-Design ANOVA, and qualitative data were analyzed via content analysis. The quantitative findings revealed a statistically significant increase in the mathematical creativity scores (fluency, originality, resistance to premature closure, and emotional expressiveness) of the experimental group compared to the control group. Qualitative findings supported these results, showing that P4C transformed the classroom into an active community of inquiry where students could freely express their thoughts, draw inspiration from peer ideas, and generate multiple alternative solutions in a safe environment. Consequently, the P4C approach proved to be a highly effective pedagogical tool for enhancing mathematical creativity.

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