RELATION AMONG THE STRUCTURAL THINKING, THE CREATIVE POWER AND POWER OF EXPRESSION

（1）我们开发了一些新的系统和方法，以激活学生的结构思维和创造力思维。支持系统的发展，以利用计算机来激活结构思维。开发一种登山-攀登学习方法的方法，即任务执行类型以激活创造性思维。一些创造力测试的发展和一个新的创造力态度量表CAS。（2）我们研究了结构思维能力、创造性能力和学生在小学、初中高中和高中之间表达的能力，作为一个结果，然后变得清晰：·学生们获得更高的结构思维能力获得更高的创造力态度量表。学生们获得了较高的创造力态度量表，获得了较高的创造力测试分数和学术成就测试分数，但这并不准确。低年级学生（3级和4级）在创造力态度量表上达到较高的分数，与高年级学生（5级和6级）相比较。灵活性和独创性在任何程度上都要比在任何程度上的差异更少。在写作数学的标志和说话数学的标志之间的相关性是很大的，而写作数学的力量大于说话数学的力量。

(1) We developed some new systems and method to activate students' structural thinking and creativity thinking in mathematics learning.・ The development of the support system for activating structural thinking by utilizing computers.・ The development of mountain-climbing learning method of task pursuing type to activate creative thinking.・ The development of some creativity tests and a new creativity attitude scale CAS.(2) We examined the relationship among the structural thinking power, the creative power and the power of expression of the students in primary school, junior high school and senior high school, As a result, the following became clear :・ The students that get higher structural thinking power get higher creativity attitude scale score.・ The students that get higher creativity attitude scale score get higher creativity test score and scholastic achievement test score, However it does not occur conversely.・ The lower grade students (grade 3 and 4) achieve higher score in the creativity attitude scale compared with the higher grade students (grade 5 and 6).・ The flexibility and the originality is less when to compared to divergency in any grade.・ The value of the correlation coefficient between the marks of writing mathematics and the marks of speaking mathematics is very large, and the power of writing mathematics is higher than the power of speaking mathematics.