Abstract
This paper presents an original model for evaluation of mathematical creativity. I describe different stages of the model's development and justify critical decisions taken throughout, based on the analysis of the model's implementation. The model incorporates an integrative theoretical framework that was developed based on works devoted to both general and mathematical creativity. The scoring scheme for the evaluation of creativity, which is an important part of the model, combines an examination of both divergent and convergent thinking as reflected in problem solving processes and outcomes. The theoretical connection between creativity and divergent thinking is reflected in the multiplicity component of the model, which is based on the explicit requirement to solve mathematical problems in multiple ways. It is evaluated for fluency and flexibility. The connection between creativity and convergent thinking is reflected in the component of insight, which is based on the possibility to produce insight-based solutions to mathematical problems. I provide examples of the study in which the model is used to examine differences in creativity of students with different levels of excellence in mathematics and different levels of general giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
| Original language | English |
|---|---|
| Pages (from-to) | 385-400 |
| Number of pages | 16 |
| Journal | Psychological Test and Assessment Modeling |
| Volume | 55 |
| Issue number | 4 |
| State | Published - 1 Jan 2013 |
Keywords
- Creativity
- Decision Making
- Mathematical Ability
- Models
- Problem Solving