Learning Analytics of Mathematical Creative Thinking Skills and Productive Struggle Using NVivo: A Case Study of 5th-Grade Elementary Students.

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Bibliographic Details
Title:	Learning Analytics of Mathematical Creative Thinking Skills and Productive Struggle Using NVivo: A Case Study of 5th-Grade Elementary Students.
Authors:	Sidik, Ghany Taufik¹ ghanytaufiksidik@upi.edu, Herman, Tatang² tatangherman@upi.edu
Source:	IAENG International Journal of Applied Mathematics. Jun2026, Vol. 56 Issue 6, p2071-2085. 15p.
Subjects:	Mathematics education, Learning analytics, Qualitative research, Learning, Fifth grade (Education), Divergent thinking, Elementary education
Geographic Terms:	Indonesia
Abstract:	Mathematical creative thinking skills constitute essential twenty-first-century competencies, requiring students to engage with complex and non-routine problems. This study examines the relationship between productive struggle--defined as sustained effort to overcome mathematical challenges--and creative thinking skills among 5th-grade students. A qualitative learning analytics approach supported by NVivo software was employed in a case study conducted at a public elementary school in West Bandung Regency, Indonesia, involving 25 5th-grade students and one mathematics teacher. Data were collected through mathematical creative thinking tasks, a productive struggle Likert-scale questionnaire, and structured interviews. NVivoassisted coding revealed five empirically grounded conjectures linking levels of productive struggle to key indicators of mathematical creativity: originality, fluency, flexibility, elaboration, and metacognitive awareness. The results indicate that students who consistently engage in higher levels of productive struggle exhibit stronger creative thinking profiles. These findings underscore the importance of integrating technology-enhanced learning environments and studentcentered pedagogical strategies to cultivate productive struggle and foster mathematical creativity in early education settings. [ABSTRACT FROM AUTHOR]
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Database:	Engineering Source

Description
Abstract:	Mathematical creative thinking skills constitute essential twenty-first-century competencies, requiring students to engage with complex and non-routine problems. This study examines the relationship between productive struggle--defined as sustained effort to overcome mathematical challenges--and creative thinking skills among 5th-grade students. A qualitative learning analytics approach supported by NVivo software was employed in a case study conducted at a public elementary school in West Bandung Regency, Indonesia, involving 25 5th-grade students and one mathematics teacher. Data were collected through mathematical creative thinking tasks, a productive struggle Likert-scale questionnaire, and structured interviews. NVivoassisted coding revealed five empirically grounded conjectures linking levels of productive struggle to key indicators of mathematical creativity: originality, fluency, flexibility, elaboration, and metacognitive awareness. The results indicate that students who consistently engage in higher levels of productive struggle exhibit stronger creative thinking profiles. These findings underscore the importance of integrating technology-enhanced learning environments and studentcentered pedagogical strategies to cultivate productive struggle and foster mathematical creativity in early education settings. [ABSTRACT FROM AUTHOR]
ISSN:	19929978