[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588562-105":59,"doc-detail-588562-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","creativity-and-motivation-for-geometric-tasks-designing-in-education","CREATIVITY AND MOTIVATION FOR GEOMETRIC TASKS - DESIGNING IN EDUCATION","","The paper investigates how creativity and motivation can be developed through designing geometric tasks, visualizing geometric problems, and using ICT tools in mathematics education. Examples of tessellation-related problems are presented, along with student solutions. The study involved 21 pre-service teachers during a geometry course at CPU in Nitra, Slovakia, where didactical software GeoGebra supported solving application tasks and familiarizing participants with varied teaching methods and problem-focused educational approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creativity-and-motivation-for-geometric-tasks-designing-in-education/588562/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creativity-and-motivation-for-geometric-tasks-designing-in-education/588562.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper connect geometric tasks design to creativity and motivation?","Question",{"text":112,"@type":113},"It argues that creativity is fostered when students are intentionally placed in motivating situations requiring creative and strategic thinking, supported by appropriate social climate and learning tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What ICT tool is used for visualizing and solving geometric problems?",{"text":117,"@type":113},"The paper uses didactical software GeoGebra to visualize solutions and support solving application tasks connected to tessellations.",{"name":119,"@type":110,"acceptedAnswer":120},"Who participated in the activity described in the methodology?",{"text":121,"@type":113},"Altogether 21 pre-service teachers participated in the geometry course activity at CPU in Nitra, Slovakia, to explore teaching methods and approaches and to solve tessellation-related tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588562,1792167065,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CREATIVITY AND MOTIVATION FOR GEOMETRIC TASKS  \nDESIGNING IN EDUCATION  \nLucia Rumanová, Edita Smiešková  \nAbstract: In this paper we focus on creativity needed for geometric tasks designing, visualization of geometric problems and use of ICT. We present some examples of various problems related to tessellations. Altogether 21 students – pre-service teachers participated in our activity within a geometry course at CPU in Nitra, Slovakia. Our attempt was to familiarize pre-service teachers with different teaching methods and approaches since we consider it highly important to make them aware of problems of educational process. Students became familiar with tessellation and within the described activity they solved application tasks using didactical software GeoGebra.  \nTessellation is considered an appropriate means of motivation and activation of students in mathematics. In the paper there are also students ’ solutions presented.  \nKey words: activity, students, tessellation, tasks designing, ICT  \nCode from 2010 MSC: D45, U75  \n1. Introduction  \nIn the past educational process was understood as a unilateral action of the teacher to pupils, resulting in formation of new knowledge, skills and behavior of students. However, educational process is nowadays considered an interaction of several factors – the curriculum, the educational environment, the teacher and the student. Both the teacher and the student are the main actors of the educational process. The role of the teacher is to teach and the role of the student is to learn actively. In educational process these two factors interact, adapt and cooperate. In other words, the student isnot only the object of the teacher's action, but also the subject of the process, because students live out this process, also express their attitudes and operate retroactively to the teacher’s methods [1] .  \nMathematics as a school subject informs pupils of abstract system of knowledge. It is useful to make this system closer to pupils by using hands-on objects and activities which they have already had certain experience with. Pupils gain the ability to use mathematics by being directly involved in the world surrounding them. Inter-relating the knowledge gained in the educational process with reality gives pupils greater motivation to continue learning and gaining further information this way [2] .  \nIn the paper we focus on creativity, geometric tasks designing, and computer visualization of the solutions to the tasks with the use of didactical software. The similar problem is presented in paper [3] where the tilling designs are built using web-based system TilerPro.  \n2. Theoretical background  \nCreativity in mathematics classrooms is not just about what pupils do but also about what we do as teachers. If we think creatively about mathematical experiences that we offer to our pupils, we can open up opportunities for them to be creative [4] .  \nCreativity of children depends to a considerable extent on the teacher’s approach. When pupils solve only traditional tasks always using the same methods, later on they might have problems to change  \ntheir learned way or create a task independently. Children can develop certain commodity in thinking, little initiative or even unwillingness to work [5] .  \nIn terms of school educational process, creativity is mainly being developed when creative activity of students is intentionally induced, when students are motivated to be creative (especially by being put into such situations and being asked to solve such tasks which require their creative and strategic thinking), but when students are situated in an appropriate creativity-promoting social climate. The main means of motivation in activities of students are the learning tasks and also the teacher who constantly motivates students to work independently, actively and creatively. Motivation is the awakening of students' interest in learning, in what we want to achieve in lessons. If motivation is prope","cbCaimkkLEPysBPU","https://ap.wps.com/l/cbCaimkkLEPysBPU","pdf",1223822,"English","# Introduction\n# Theoretical background\n# Methodology","[{\"question\":\"How does the paper connect geometric tasks design to creativity and motivation?\",\"answer\":\"It argues that creativity is fostered when students are intentionally placed in motivating situations requiring creative and strategic thinking, supported by appropriate social climate and learning tasks.\"},{\"question\":\"What ICT tool is used for visualizing and solving geometric problems?\",\"answer\":\"The paper uses didactical software GeoGebra to visualize solutions and support solving application tasks connected to tessellations.\"},{\"question\":\"Who participated in the activity described in the methodology?\",\"answer\":\"Altogether 21 pre-service teachers participated in the geometry course activity at CPU in Nitra, Slovakia, to explore teaching methods and approaches and to solve tessellation-related tasks.\"}]","CREATIVITY AND MOTIVATION FOR GEOMETRIC TASKS - DESIGNING IN EDUCATION | PDF",1792065498]