Tracing creative mathematical thinking trajectories of fifth-grade students in open ended geometry tasks: A phenomenographic study

Neneng Nur'aeni; Sufyani Prabawanto

doi:10.29333/iejme/19693

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Neneng Nur'aeni ¹ , Sufyani Prabawanto ¹ ^*

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¹ Universitas Pendidikan Indonesia, Bandung, INDONESIA^* Corresponding Author

Abstract

This study aimed to explore the qualitatively different ways fifth-grade students conceptualize perimeter and area through open-ended geometric tasks. By analyzing written work and clinical interviews with five students, the study identified five conceptions ranging from procedural application to flexible spatial reasoning. Findings suggest that mathematical creativity emerges from the dynamic interaction between perceptual engagement, measurement conceptualization, and structural abstraction. The resulting outcome space organizes these conceptions along a continuum of increasing conceptual sophistication. This study offers important insights into task design and formative assessment in mathematics education. The results emphasize the role of open-ended tasks in fostering divergent mathematical thinking and going beyond mere procedural memorization in elementary school settings.

Keywords

mathematical creativity
phenomenography
geometry
open-ended tasks
creative trajectory

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 21, Issue 4, November 2026, Article No: em0898

https://doi.org/10.29333/iejme/19693

Publication date: 29 Oct 2026

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Article Downloads: 7

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APA

Nur'aeni, N., & Prabawanto, S. (2026). Tracing creative mathematical thinking trajectories of fifth-grade students in open ended geometry tasks: A phenomenographic study. International Electronic Journal of Mathematics Education, 21(4), em0898. https://doi.org/10.29333/iejme/19693

Vancouver

Nur'aeni N, Prabawanto S. Tracing creative mathematical thinking trajectories of fifth-grade students in open ended geometry tasks: A phenomenographic study. INT ELECT J MATH ED. 2026;21(4):em0898. https://doi.org/10.29333/iejme/19693

AMA

Nur'aeni N, Prabawanto S. Tracing creative mathematical thinking trajectories of fifth-grade students in open ended geometry tasks: A phenomenographic study. INT ELECT J MATH ED. 2026;21(4), em0898. https://doi.org/10.29333/iejme/19693

Chicago

Nur'aeni, Neneng, and Sufyani Prabawanto. "Tracing creative mathematical thinking trajectories of fifth-grade students in open ended geometry tasks: A phenomenographic study". International Electronic Journal of Mathematics Education 2026 21 no. 4 (2026): em0898. https://doi.org/10.29333/iejme/19693

Harvard

Nur'aeni, N., and Prabawanto, S. (2026). Tracing creative mathematical thinking trajectories of fifth-grade students in open ended geometry tasks: A phenomenographic study. International Electronic Journal of Mathematics Education, 21(4), em0898. https://doi.org/10.29333/iejme/19693

MLA

Nur'aeni, Neneng et al. "Tracing creative mathematical thinking trajectories of fifth-grade students in open ended geometry tasks: A phenomenographic study". International Electronic Journal of Mathematics Education, vol. 21, no. 4, 2026, em0898. https://doi.org/10.29333/iejme/19693