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<p>This study investigated the effectiveness of a mathematics curriculum integrating Design Thinking (DT) and Project-Based Learning (PjBL) to enhance university students’ creativity and promoting conceptual change. A quasi-experimental design was implemented over 10 weeks with 72 students, including an experimental group (DT-PjBL, <i>n</i> = 36) and a control group (traditional instruction, <i>n</i> = 36). Creativity was assessed using the Torrance Tests of Creative Thinking (TTCT), whereas conceptual understanding was examined through cognitive tests and concept maps. Semi-structured interviews provided qualitative support. Results showed that, compared with traditional instruction, DT-PjBL was associated with stronger performance in originality, flexibility, and elaboration, whereas no significant between-group difference was observed for fluency. Within the experimental group, originality increased from 61.67 to 67.19, flexibility from 17.67 to 19.00, and elaboration from 91.64 to 97.84. Concept map analysis further indicated greater growth in higher-order dimensions, particularly relationships (logical connections) and cross-links (knowledge integration), in the experimental group. For conceptual understanding, the experimental group achieved a higher adjusted post-test mean than the control group (80.41 vs. 75.11; <i>F</i> = 14.60, <i>p</i> &lt; 0.05). The experimental group also reported a higher mean cognitive load than the control group (5.98 vs. 3.84). These findings suggest that the DT-PjBL framework was associated with improvements in mathematical creativity and conceptual understanding, particularly through iterative problem-solving, collaboration, and reflection. DT-PjBL therefore shows promise for university mathematics curricula aimed at strengthening higher-order thinking, although careful management of students’ cognitive load remains important.</p>

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The impact of mathematics curriculum based on the DT-PjBL framework on college students’ creativity and conceptual change

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月29日

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  • Dengming Yao,
  • Yimin Ning,
  • Fengying Li,
  • Wenjun Zhang

摘要

This study investigated the effectiveness of a mathematics curriculum integrating Design Thinking (DT) and Project-Based Learning (PjBL) to enhance university students’ creativity and promoting conceptual change. A quasi-experimental design was implemented over 10 weeks with 72 students, including an experimental group (DT-PjBL, n = 36) and a control group (traditional instruction, n = 36). Creativity was assessed using the Torrance Tests of Creative Thinking (TTCT), whereas conceptual understanding was examined through cognitive tests and concept maps. Semi-structured interviews provided qualitative support. Results showed that, compared with traditional instruction, DT-PjBL was associated with stronger performance in originality, flexibility, and elaboration, whereas no significant between-group difference was observed for fluency. Within the experimental group, originality increased from 61.67 to 67.19, flexibility from 17.67 to 19.00, and elaboration from 91.64 to 97.84. Concept map analysis further indicated greater growth in higher-order dimensions, particularly relationships (logical connections) and cross-links (knowledge integration), in the experimental group. For conceptual understanding, the experimental group achieved a higher adjusted post-test mean than the control group (80.41 vs. 75.11; F = 14.60, p < 0.05). The experimental group also reported a higher mean cognitive load than the control group (5.98 vs. 3.84). These findings suggest that the DT-PjBL framework was associated with improvements in mathematical creativity and conceptual understanding, particularly through iterative problem-solving, collaboration, and reflection. DT-PjBL therefore shows promise for university mathematics curricula aimed at strengthening higher-order thinking, although careful management of students’ cognitive load remains important.