Abstract
This study is based on the assumption that mathematical creativity is a dynamic property of the human mind and that a child’s creative potential can be developed and realized, or on the contrary, deprived. I consider developing mathematical creativity in school students to be one of the important objectives of school mathematics education. This implies that tools for the evaluation ofstudents’ mathematical creativity are needed to realize the students’ creative potential and to assess the effectiveness of various mathematical curricula. Based on theoretical works devoted to general and mathematical creativity, I suggest observing mathematical creativity through the lens of Multiple Solution Tasks. In this chapter I describe a model for the evaluation of mathematical creativity for various types of settings and illustrate its implementation for the appraisal of creativity embedded in a task.
| Original language | English |
|---|---|
| Title of host publication | Creativity in Mathematics and the Education of Gifted Students |
| Publisher | Brill |
| Pages | 129-145 |
| Number of pages | 17 |
| ISBN (Electronic) | 9789087909352 |
| ISBN (Print) | 9789087909345 |
| DOIs | |
| State | Published - 1 Jan 2009 |
Bibliographical note
Publisher Copyright:© 2009 Sense Publishers. All Rights Reserved.
ASJC Scopus subject areas
- General Social Sciences