By Roza Leikin, Bharath Sriraman (eds.)
This quantity offers readers with a large view at the number of concerns concerning the academic study and practices within the box of Creativity in arithmetic and Mathematical Giftedness. The e-book explores (a) the connection among creativity and giftedness; (b) empirical paintings with excessive skill (or talented) scholars within the lecture room and its implications for instructing arithmetic; (c) interdisciplinary paintings which perspectives creativity as a fancy phenomena that can't be understood from in the borders of disciplines, i.e., to give learn and theorists from disciplines comparable to neuroscience and complexity idea; and (d) findings from psychology that pertain the creatively talented scholars. As an entire, this quantity brings jointly views from arithmetic educators, psychologists, neuroscientists, and lecturers to give a suite of empirical, theoretical and philosophical works that deal with the complexity of mathematical creativity and giftedness, its origins, nature, nurture and methods ahead. in accordance with the spirit of the sequence, the anthology considerably builds on prior ZDM volumes on interdisciplinarity (2009), creativity and giftedness (2013).
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This quantity presents readers with a wide view at the number of concerns on the topic of the academic study and practices within the box of Creativity in arithmetic and Mathematical Giftedness. The publication explores (a) the connection among creativity and giftedness; (b) empirical paintings with excessive skill (or proficient) scholars within the school room and its implications for educating arithmetic; (c) interdisciplinary paintings which perspectives creativity as a fancy phenomena that can not be understood from in the borders of disciplines, i.
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Additional info for Creativity and Giftedness: Interdisciplinary perspectives from mathematics and beyond
We developed our rubric intentionally to capture such instances to stress the valuing of assessing individual student’s work. Our second observation is that both students’ coded work had some alignment with their perceived notion of creativity as they shared it in the exit interview conducted at the end of the semester. ” Marty, on the other hand, defined mathematical creativity as “start[ing] from a different place or us[ing] a different method. 7), thereby demonstrating an “advancing” level of Flexibility.
For instance, Greg took a risk to employ a trick from a previous course to prove the digit theorem, thereby making a connection. However, these subcategories include unique elements and actions which help distinguish them from each other, such as utilization of a “trick” in Greg’s example. The user can leverage those unique elements to improve or enhance his/her proving process. We believe that it is possible for a student to engage in proving attempts that do not necessarily exhibit all advancing-level actions but still demonstrate relative creativity.
Reflection on each subcategory of the CPR on Proving can help develop a student’s creative potential for proving. For instance, a student might approach a proof with one technique (a “beginning” level in Flexibility), without creating any Tools and Tricks, but persevere in the process at the advanced level by creating many examples and generalizing them to gain an understanding of the key idea of the proof (advancing level in Between Examples). Another example comes from Marty, his work did not have any evidence of actions to be coded in the Tools and Tricks subcategory, but showed the potential of creativity in his proving.
Creativity and Giftedness: Interdisciplinary perspectives from mathematics and beyond by Roza Leikin, Bharath Sriraman (eds.)