The Interplay Between Excellence in School Mathematics and General Giftedness: Focusing on Mathematical Creativity

Lev, Miriam; Лейкин, Роза

doi:10.1007/978-3-319-38840-3_14

Cited by 15 publications

(6 citation statements)

References 13 publications

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“…Based on this result, it seems reasonable to assume that there is a strong correlation between mathematical giftedness and creativity in inventing mathematical patterns in primary school age. Of course, this may merely be relative creativity or "little c" (Leikin, 2009).This confirms the results of previous studies on the relationship between mathematical giftedness and creativity with older students (e.g., Leikin & Lev, 2007;Lev & Leikin, 2017) or other methodological approaches (e.g., Kattou et al, 2013;Pitta-Pantazi et al, 2011). Results of the latter studies are even strengthened because the investigation of a large sample across the achievement spectrum used there facilitates the application of powerful statistical tools, but allows only uncertain conclusions for small subgroups such as high achieving or mathematically gifted students.…”

Section: Discussionsupporting

confidence: 81%

“…Other studies provide indications of links between (mathematical) giftedness and creativity, but they often refer to other age groups. For example, Lev & Leikin, (2017) examined the mathematical creativity of students in grades 10-12 with multiple solution tasks and compared four groups of students who differed in terms of IQ (gifted vs. non-gifted) and mathematical achievement (with vs. without mathematical expertise). Gifted students with mathematical expertise consistently had the highest creativity scores, while nongifted students without mathematical expertise had the lowest.…”

Section: Mathematical Giftedness and Mathematical Creativity In The Primary Gradesmentioning

confidence: 99%

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Mathematical creativity and mathematical giftedness in the primary school age range: an interview study on creating figural patterns

Aßmus

Fritzlar

2022

ZDM Mathematics Education

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Relationships between mathematical giftedness and mathematical creativity have been widely studied, but few studies are available for primary school age. For an investigation in this age group, it seems appropriate to use a content area that not only has high relevance for mathematics and special potentials for creativity, but also requires only a little knowledge and is easily accessible. We therefore investigated whether mathematically gifted primary school students differ from non-gifted ones in high creativity in dealing with mathematical patterns and structures. This question was explored in an interview study in which 24 third graders were asked to invent as many different figural patterns as possible, which enabled creative mathematical activity also by combining arithmetic and geometric aspects. A detailed qualitative analysis of the data revealed among other results several types of flexibility concerning the invention of patterns. The selection of students ensured that all participants performed well to very well in regular mathematics classes and that 14 of them could additionally be assumed to be mathematically gifted based on a specific test. This allowed a comparison of both subgroups. Results indicate a high correspondence between mathematical giftedness and mathematical creativity concerning the invention of figural patterns.

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Section: Discussionsupporting

confidence: 81%

Section: Mathematical Giftedness and Mathematical Creativity In The Primary Gradesmentioning

confidence: 99%

Mathematical creativity and mathematical giftedness in the primary school age range: an interview study on creating figural patterns

Aßmus

Fritzlar

2022

ZDM Mathematics Education

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“…Multiple solution tasks (Lev & Leikin, 2017) Produce two or more different ways to solve this problem.…”

Section: Innovationmentioning

confidence: 99%

Classroom Assignments for Fostering Resilience–An Instructional Design Model on Affective Personality Development

2022

JIR

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There is a long tradition in the research about how to design classroom assignments to foster cognitive learning. However, especially since the COVID19 crisis, an affective turnaround that focuses on strengthening personality and personal development has increasingly broken new ground in teaching and learning. The resulting question is whether affective learning can also be supported through classroom assignments. In this paper, we present an instructional design framework for stimulating research and practice on assignment-based affective learning. We selected the resilience of students as a focus on affective personality development and generated a systematic set of classroom assignments for supporting resilience. Based on a comprehensive review of the literature, we started by building a theoretical model of goal areas for supporting resilience concerning control, problem solving, and personal growth.We then proposed different types of classroom assignments that might facilitate the acquiring of resilience within classroom settings. Finally, open questions are discussed that need to be addressed in future research and practical implementations.

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“…It was shown that the mathematically gifted use different problem-solving strategies, and are able to categorize problems according to solution principles and choose the most efficient ways of solving a particular type of problem. Mathematically gifted students were shown to be able to be more flexible and creative when required to solve problems in multiple ways (in contrast to other students) (Lev & Leikin, 2017 ), and to successfully solve insight-based problems (Leikin et al, 2016 ).…”

Section: What Do We Know About Mathematical Giftedness?mentioning

confidence: 99%

When practice needs more research: the nature and nurture of mathematical giftedness

Лейкин

2021

ZDM Mathematics Education

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The educational literature often includes debate over the nature and nurture of mathematical giftedness. The varied schools of thought reflect discrepancies between views, which are to a large extent functions of philosophical, political, and economic considerations. To address this debate, in the context of the current ZDM Special Issue, I attempt to analyze research and practices linked to mathematical giftedness in the Soviet Union in 1960–1980. I also look at the continuation of these Soviet-era practices, and to their influence on practices internationally. Particular attention is paid to the literature devoted to reaching a deeper understanding of the phenomenon of mathematical giftedness and of ways of nurturing this giftedness. The analysis starts with the discussion of domain-specific and domain-general characteristics of mathematical giftedness that have to be taken into account in educational environments for the mathematically gifted. It continues with a review of practices in special mathematical schools and classes in the Soviet Union, and a comparison to similar settings around the world in the twenty-first century. There is also an overview of enrichment mathematical activities, with a focus on mathematical circles, mathematical competitions and Olympiads, accompanied by a description of specificities of the mathematical content employed for the promotion of mathematical giftedness. Finally, the paper focuses on the question of what characterizes an excellent teacher of mathematically gifted students and on new educational technologies that are changing the education of these students worldwide. Following this analysis, I suggest some open questions for future research on the education of mathematically gifted students.

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The Interplay Between Excellence in School Mathematics and General Giftedness: Focusing on Mathematical Creativity

Cited by 15 publications

References 13 publications

Mathematical creativity and mathematical giftedness in the primary school age range: an interview study on creating figural patterns

Mathematical creativity and mathematical giftedness in the primary school age range: an interview study on creating figural patterns

Classroom Assignments for Fostering Resilience–An Instructional Design Model on Affective Personality Development

When practice needs more research: the nature and nurture of mathematical giftedness

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