Abstract
In this paper, we describe the relationship among the creativity power, the creativity attitude and the scholastic achievement in mathematics learning. The experiment involved 70 participants from junior high school students grade 2. For the creativity power, we made a creativity test of "the linear function" and used the test score. For the scholastic achievement, we made the test of "the linear function" which has three categories. Three categories of the scholastic achievement test are composed by the problem about the understanding of a basic computation skill, the understanding of the procedure when the students solve problems and the understanding of the structural relation of the learning contents. We call scholastic achievement test "the three dimension test". For the creativity attitude measurement, we used a Creativity Attitude Scale (CAS) that was developed by Saito, N. We examined the correlation coefficient and the causal relationship among the creativity test score, the scholastic achievement test score and the creativity attitude scale score. The results are as follows: - The students who get higher the creativity attitude scale score get higher the creativity test score. - The students who get higher the creativity test score get higher in the three dimension test. - The students who get higher score in the three dimension test get higher the creativity attitude scale score. Especially, the understanding of a basic computation skill has a very big influence on the creativity attitude. - The understanding of the structural relation of the learning contents is a basis of the understanding of a basic computation skill and the understanding of the procedure when the students solve problems. - The understanding of the structural relation of the learning contents in three categories has the biggest influence to the creativity.
