A Master’s thesis in the Department of Mathematics at the College of Education for Pure Sciences (Ibn Al-Haitham) has examined the cognitive skills that generate creative ideas among secondary-school mathematics teachers and their relationship to the academic achievement of their students. The study highlights the importance of teachers’ cognitive and creative abilities in enhancing teaching practices and improving educational outcomes.
The thesis, entitled “Cognitive Skills Generating Creative Ideas among Secondary-School Mathematics Teachers and Their Relationship to Their Students’ Achievement,” was prepared by Master’s student Ahoud Kadhim Hameed Abd under the supervision of Professor Dr. Hassan Kamel Rasan.
The study aimed to identify the level of cognitive skills that generate creative ideas among secondary-school mathematics teachers and to examine the nature and direction of the relationship between these skills and the academic achievement of their students. It also investigated the nature of this relationship according to the gender variable, providing a broader perspective on factors associated with teaching performance and students’ academic achievement in mathematics.
The findings indicated that the performance of secondary-school mathematics teachers was higher than the adopted hypothetical mean, suggesting that the teachers possessed a good level of cognitive skills associated with generating creative ideas. According to the study, this finding reflects the effectiveness of their academic preparation and professional experience in this area, while highlighting the importance of incorporating such skills into classroom practices aimed at fostering students’ thinking and creativity.
The significance of the research lies in its examination of the relationship between teachers’ cognitive and creative skills and one of the key outcomes of the educational process—student achievement. The ability to generate creative ideas and employ diverse forms of thinking in mathematics instruction can contribute to presenting mathematical concepts more effectively while encouraging students to engage in analysis, critical thinking, and problem-solving.
The study recommended incorporating the development of cognitive skills that generate creative ideas into mathematics teacher-preparation and professional-development programs at colleges of education, given their potential positive contribution to improving students’ academic achievement and enhancing teaching practices.
The research also proposed designing a specialized training program to develop creative-thinking skills among mathematics teachers and experimentally evaluating its effectiveness in improving students’ academic performance and achievement. Such a program could provide a practical foundation for strengthening professional-development initiatives for mathematics teachers.
The study directly supports United Nations Sustainable Development Goal 4 (SDG 4): Quality Education, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities. The research contributes to this goal by focusing on the development of teachers’ professional and cognitive capacities, improving the quality of instruction, and supporting educational practices that foster students’ creativity, thinking skills, and academic achievement.
The study also highlights the importance of investing in teaching professionals as a fundamental pathway toward improving educational quality, particularly in mathematics, a discipline that provides an essential foundation for science, technology, engineering, and numerous academic and professional fields.
The thesis examination committee was chaired by Professor Dr. Ilham Jabbar Faris, with Assistant Professor Dr. Hiyam Mahdi Jawad and Professor Dr. Ghalib Khazal Mohammed serving as committee members.
The research reflects the Department of Mathematics’ commitment to using academic research to address educational challenges, enhance mathematics teachers’ professional performance, and promote learning environments that foster creative thinking, problem-solving, and improved academic achievement, thereby contributing to higher-quality education and preparing students to become more capable thinkers, analysts, and innovators.
