Enhancing Creative Capacities in Mathematically-Promising Students. Challenges and Limits

Can an Educational Activity Program Based on Feuerstein’s Program and Gardner’s Theory Increase Excellence and Creativity in Math in Omani Students?

“…The topic of students' creative process in mathematics is increasingly gaining significance in all countries of the world. Researchers often use Multiple Solution Tasks (MSTs) to foster and evaluate students' mathematical creativity (Schindler & Lilienthal, 2019).However, perspectives on creativity in mathematics education research are diverse and there is no single shared definition or even a shared conceptualization of mathematical creativity (Singer, 2018). Yet, research so far predominantly has a product-view and focused on solutions rather than the process leading to creative insights (Schindler & Lilienthal, 2019).…”

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

“…Mathematics education research focuses increasingly on mathematical creativity (Leikin & Pitta-Pantazi, 2013;Sheffield, 2013;Singer, 2018). However, perspectives on creativity in mathematics education research are diverse and there is no single shared definition or even a shared conceptualization of mathematical creativity (Leikin, 2009;Mann, 2005;Sriraman, 2005).…”

“…Also, mathematics education research focuses increasingly on mathematical creativity (see, e.g. Leikin & Pitta-Pantazi, 2013;Sheffield, 2013;Singer, 2018) with the aim to prepare students for their current and future lives in our increasingly automated and interconnected high-technologybased societies and economies (Organization for Economic Co-operation and Development [OECD], 2014). It appears no longer sufficient for students to solve problems only with routine schemes or familiar heuristics.…”

A Bibliometric Study on Creativity in the Gifted

“…Definitive frameworks are not drawn to describe this concept, which is described by different researchers with reference to different characteristics. While the concept of giftedness was first evaluated according to the level of intelligence (IQ) (Olszewski-Kubilus, Subotnik & Worrell, 2015;Renzulli, 1986), this test was not considered sufficient in the later process (Renzulli, Smith & Reis, 1982;Renzulli, 2005;Sternberg, 2009;Singer, 2018;Torrence, 1962). In general, it can be said that gifted individuals are more advanced than their peers in areas such as cognitive, social, emotional and creativity.…”

“…But no matter what, creativity is seen as the most important and fundamental component of the concept of giftedness (Besançon, 2013;Davis & Rimm, 1998;Jackson & Klein, 1997;Kaufman, et al, 2012;Kaufman, Gentile, & Baer, 2005;Luria, O'Berien & Kaufman, 2016;Mann, 2006;Naglieri & Kaufman, 2001;Ronksley-Pavia, 2014;Sternberg & Lubart, 1993). In order to define creativity that does not have a fully valid definition (Mann, 2006), researchers have tried to identify many features (Amabile, 1996;Hennessey, 2005;Renzulli, 1986).In general, creativity is defined as individuals' approach to existing situations with different sensitivity than others (Ronksley-Pavia, 2014;Runco, 2004), producing original ideas and solutions about these situations and adapting these ideas / solutions to appropriate environments (Ausubel, 1964;Mann et al, 2017;Po & Merryman, 2010;Singer, 2018;Torrence, 1965). In addition to such definitions, it is possible to find many different definitions or uses of the concept of creativity in gifted people in the literature.…”