2012
DOI: 10.1007/s11858-012-0459-1
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Creativity and mathematics education: the state of the art

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Cited by 122 publications
(83 citation statements)
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“…Obviously, students' comments on creativity can be referred to what Leikin called 'relative creativity' [26,27] or what Sriraman [21] called "ordinary, or everyday creativity (or little c)" as opposed to "extraordinary creativity (or big C) that refers to exceptional knowledge or products that change our perception of the world." The participants connected the relatively clear concept of problem solving skills and the vague concept of generic thinking skills with such features of creativity as originality, flexibility and divergent thinking from Guilford model of creativity [22] and with 'overcoming fixations' and flexibility of thought from Haylock model [24,25].…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Obviously, students' comments on creativity can be referred to what Leikin called 'relative creativity' [26,27] or what Sriraman [21] called "ordinary, or everyday creativity (or little c)" as opposed to "extraordinary creativity (or big C) that refers to exceptional knowledge or products that change our perception of the world." The participants connected the relatively clear concept of problem solving skills and the vague concept of generic thinking skills with such features of creativity as originality, flexibility and divergent thinking from Guilford model of creativity [22] and with 'overcoming fixations' and flexibility of thought from Haylock model [24,25].…”
Section: Discussionmentioning
confidence: 99%
“…Later he related creativity to flexibility of thought [25] which was similar to divergent thinking. Leikin [26,27] introduced a practical concept of relative creativity observed in the mathematics classroom as "students' ability to produce mathematical ideas/solutions in a new situation (to a new mathematical problem that was not learned previously) or to produce original solutions to previously learned problems" [27, p.161]. She considered students' relative creativity "with respect to their own educational history and in comparison with other students… in contrast to absolute creativity which is evaluated in terms of high achievements in the creator's field and whose significance is evaluated by the professional community that regards it as a meaningful creation from an historical perspective.…”
Section: Theoretical Considerations and Methodologymentioning
confidence: 99%
“…Em contexto de ensino, o desenvolvimento da criatividade matemática continua a ser pouco privilegiado nas práticas de ensino dos professores (CROPLEY, 2003;PITTA-PANTAZI, 2013;ROBINSON, 2011;SAWYER, 2011). Inclusive nos estudos de Leikin e Pitta-Pantazi (2013), alusivos à importância de um ambiente de aula criativo, as autoras salientaram que a seleção de tarefas, as aulas interativas, a realização de trabalhos em pares, entre outros, podem contribuir para potenciar um ensino criativo.…”
Section: Criatividade Matemática Em Contexto Educativounclassified
“…In the studies carried out by Leikin and Pitta-Pantazi [6] about to the importance of a creative classroom environment, the authors' emphasized, as primordial aspects, the selection of tasks, interactive classes, and the accomplishment of collaborative work among peers, among others, which are likely to contribute to creative teaching. In relation to the understanding of the concept of mathematical creativity, Feinstein [7] one investigation in different contexts and with different participants, that mathematical creativity is associated with the creation of ideas and the innovation.…”
Section: Introductionmentioning
confidence: 99%