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In this exploratory study, a theoretical model proposed by Sriraman (2005) consisting of five theoretical principles for optimizing creativity in a K-12 setting was investigated empirically. This was accomplished in two steps. In the first study, the five principles were operationalized by generating a questionnaire consisting of 45 items intended to capture the dimension of each principle. An exploratory maximum-likelihood factor analysis indicated a relatively robust five factor structure that corresponded with the theoretical model. In the second study, the five factor model was validated using a confirmatory factor analysis. The model was then investigated using a two-level linear mixed model with a random intercept. The results revealed that motivation and mathematical achievement were significant predictors of mathematical creativity. Keywords: creativity, education, person(s).The purpose of this study is to empirically investigate the characteristics of mathematical creativity. Mathematical creativity has recently come to be considered an important ability that should be stimulated in all students (Pelczer & Rodr ıguez, 2011). According to Dreyfus and Eisenberg (1996) and Ginsburg (1996), the essence of mathematics is not simply to arrive at the right answer, algorithms, and procedures are just one small part of mathematics. Yet research on creativity in mathematics is sparse (Leikin, Koichu, & Berman, 2009). Further complicating the picture is the lack of a consistent definition of creativity (Mann, 2005). In exploring the concept of mathematical creativity, several studies have investigated the relationship between motivational factors, beliefs, intelligence, mathematical ability, and mathematical creativity (Hong & Aqui, 2004;Kattou, Kontoyianni, Pitta-Pantazi, & Christou, 2013;Leikin & Lev, 2013;Mann, 2005; PittaPantazi, Sophocleous, & Christou, 2013;Sriraman, 2009;Vlahovic-Stetic, Vidovic, & Arambasic, 1999). However, the studies have not had a strong theoretical foundation for investigating the relationship between mathematical creativity and other constructs. In this study, the author attempts to validate a theoretical model that maximizes the potential for mathematical creativity in K-12 mathematics. Via a synthesis and analysis of the literature on creativity and giftedness, Sriraman (2005) To what extent does Sriraman's theoretical model of mathematical creativity predict mathematical creativity?

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De siste årene har omvendt undervisning, eller flipped classroom, vært mye omtalt i både norsk og utenlandsk skoledebatt. I en gjennomgang av relevant litteratur konkluderer Estes, Ingram og Liu (2014) at omvendt undervisning kan ha en positiv læringseffekt. I denne studien ble et kvasieksperiment gjennomført på tre videregående skoler for å undersøke i hvilken grad omvendt undervisning påvirket læringsutbyttet i matematikk, sammenlignet med tradisjonell undervisning. Det ble også undersøkt om omvendt undervisning kan påvirke elevers oppfatninger om matematikk. På én av de tre skolene var omvendt undervisning innført. Elevenes matematikkunnskap og oppfatninger om matematikk ble testet ved starten og slutten av et skoleår. Elevenes besvarelser ble deretter analysert for å se om det var statistiske forskjeller i endring av læringsutbyttet og oppfatninger om matematikk mellom elever som hadde hatt omvendt undervisning og elever som hadde hatt tradisjonell undervisning. Analysene viste at elevene som fikk omvendt undervisning, hadde en større faglig fremgang enn elevene som fikk tradisjonell undervisning. Analysene viste også at elevene som fikk omvendt undervisning, endret sine oppfatninger om matematikk i større grad enn elever som fikk tradisjonell undervisning. Dette kan tyde på at omvendt undervisning er et tiltak som kan være med på å styrke elevenes læringsutbytte i skolematematikk. Men i denne studien ble ikke selve undervisningen observert. Det betyr at også andre faktorer kan ha påvirket resultatene. For å undersøke omvendt undervisning i matematikk fremover, vil det derfor være nødvendig å undersøke selve undervisningen nærmere.Nøkkelord: omvendt undervisning, læringsutbytte, kvasieksperiment, oppfatningerTo what extent does flipped classroom affect students’ mathematical knowledge and conceptions of mathematics?AbstractFlipped classroom is a popular trend in education. In a review of relevant literature, Estes, Ingram and Liu (2014), conclude that flipped classroom can have a positive effect on students’ learning. In this study, a quasi-experiment was carried out in three upper secondary schools to investigate to what extent flipped classroom can affect students’ learning outcome in mathematics, com-pared to traditional teaching. The study also investigated whether flipped classroom can affect students’ conceptions of mathematics. Flipped classroom was introduced in one of the three schools. Students’ mathematical knowledge and conceptions of mathematics were tested at the start and finish of one school year. The students’ responses were then analyzed to see if there were statistical differences in change of learning outcome between students in flipped classrooms and students in traditional classrooms. The analyses showed that students in flipped classrooms had a larger increase in mathematical knowledge and larger change of conceptions of mathematics than students in traditional classrooms. This indicates that flipped classroom can have a positive effect on students’ learning outcomes, compared to traditional classrooms. However, the actual teaching was not observed. Other variables may therefore have had an effect on the results. Future investigations of flipped classroom in mathematics should therefore also focus on the teaching itself.Keywords: flipped classroom, learning outcome, quasi-experiment, conceptions

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