Creativity in Mathematics Education

Sriraman, Bharath; Haavold, Per Øystein; Lee, Kyeong-Hwa

doi:10.1007/978-94-007-4978-8_33

Cited by 9 publications

(6 citation statements)

References 15 publications

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“…In publications both included in and excluded from this literature review, it is consistently stated that the concept of creativity is wide-ranging (Mann, 2005;Pitta-Pantazi, 2017;Sriraman et al, 2014). There are also statements we found in our analysis that explicitly emphasize the large number of definitions, such as the following statement by Leikin and Lev (2013): "Mann (2006) argues that there are more than 100 contemporary definitions of creativity" (p. 184).…”

Section: Synthesis and Discussionmentioning

confidence: 50%

Notions of Creativity in Mathematics Education Research: a Systematic Literature Review

Joklitschke

Rott

2021

Int J of Sci and Math Educ

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Interest in creativity in mathematics education research is increasing, and the field of research is growing. Yet, research on creativity and the notions (we use this wording to accumulate understandings, beliefs, and ideas about the construct) of creativity that are addressed in empirical research are diverse and difficult to organize in an overview, with different theoretical backgrounds and theoretical assumptions underlying them. The aim of this article is therefore to provide a systematic overview of notions of creativity addressed in recent empirical research on mathematical education. We conducted a systematic literature review, guided by the question, What notions of creativity are addressed in current mathematics education research and what theoretical foundations do they rely on? The article gives an overview of the five predominant notions of creativity that were identified in current empirical research in mathematics education from 2006 to 2019. We describe and evaluate these notions and identify trends that will help to structure this diverse field of research.

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Section: Synthesis and Discussionmentioning

confidence: 50%

Notions of Creativity in Mathematics Education Research: a Systematic Literature Review

Joklitschke

Rott

2021

Int J of Sci and Math Educ

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“…Similar to Fig. 1 Phases of the creative process of a single student (see Schindler & Lilienthal, 2020) "big-C Creativity", which models extraordinary or absolute creativity expressed in outstanding contributions by eminent figures (Wallas, 1926), the term "little-c creativity" is used in mathematics education (e.g., Sriraman et al, 2014) to denote relative or personal creativity of non-professional mathematicians, including school-age students (Schindler et al, 2018;Sheffield, 2018).…”

Section: Mathematical Creativitymentioning

confidence: 99%

Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

Lilienthal

2022

ZDM Mathematics Education

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In the age of artificial intelligence where standard problems are increasingly processed by computers, creative problem solving, the ability to think outside the box is in high demand. Collaboration is also increasingly significant, which makes creative collaboration an important twenty-first-century skill. In the research described in this paper, we investigated students’ collaborative creative process in mathematics and explored the collaborative creative process in its phases. Since little is known about the collaborative creative process, we conducted an explorative case study, where two students jointly worked on a multiple solution task. For in-depth insight into the dyad’s collaborative creative process, we used a novel research design in mathematics education, DUET SRI: both students wore eye-tracking glasses during their collaborative work for dual eye-tracking (DUET) and they each participated in a subsequent stimulated recall interview (SRI) where eye-tracking videos from their joint work served as stimulus. Using an inductive data analysis method, we then identified the phases of the students’ collaborative creative process. We found that the collaborative creative process and its phases had similarities to those previously found for solo creative work, yet the process was more complex and volatile and involved different branches. Based on our findings, we present a tentative model of the dyad’s collaborative process in its phases, which can help researchers and educators trace and foster the collaborative creative process more effectively.

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“…For sorting the existing views on mathematical creativity, we use the distinction of "big-C" and "little-c", as commonly used in mathematics education (see, e.g. Schindler, Joklitschke, & Rott, 2018, Sheffield, 2018, Sriraman, Haavold & Lee, 2014. These represent "two definitions of the creative process on which many investigations are based" (Prabhu & Czarnocha, 2014, p. 35): "big-C" refers to extraordinary, absolute creativity; and "little-c" to relative creativity of nonexperts and students in particular Sheffield, 2018).…”

Section: Mathematical Creativitymentioning

confidence: 99%

Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

Lilienthal

2019

Int J of Sci and Math Educ

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Students' creative process in mathematics is increasingly gaining significance in mathematics education research. Researchers often use Multiple Solution Tasks (MSTs) to foster and evaluate students' mathematical creativity. Yet, research so far predominantly had a product-view and focused on solutions rather than the process leading to creative insights. The question remains unclear how students' process solving MSTs looks like-and if existing models to describe (creative) problem solving can capture this process adequately. This article presents an explorative, qualitative case study, which investigates the creative process of a school student, David. Using eyetracking technology and a stimulated recall interview, we trace David's creative process. Our findings indicate what phases his creative process in the MST involves, how new ideas emerge, and in particular where illumination is situated in this process. Our case study illustrates that neither existing models on the creative process, nor on problem solving capture David's creative process fully, indicating the need to partially rethink students' creative process in MSTs.

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Creativity in Mathematics Education

Cited by 9 publications

References 15 publications

Notions of Creativity in Mathematics Education Research: a Systematic Literature Review

Notions of Creativity in Mathematics Education Research: a Systematic Literature Review

Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

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