Abstract
In this response paper, I address the collection of chapters devoted to creativity-directed activities in mathematics. I analyse the chapters in the light of recommendations for the development of twenty-first-century skills that include creativity. I outline the commonalities and differences in the works of different authors through the lens of activity theory. Then I suggest categorization of the creativity-directed mathematical tasks presented here using three distinct features that appear in multiple chapters: openness, constraints and mathematical insight. Finally, I argue that creativity-directed activities constitute a springboard for the development of cognitive, intrapersonal and interpersonal skills by means of mathematical instruction.
| Original language | English |
|---|---|
| Title of host publication | Broadening the Scope of Research on Mathematical Problem Solving |
| Subtitle of host publication | A Focus on Technology, Creativity and Affect |
| Place of Publication | Switzerland |
| Publisher | Springer International Publishing |
| Pages | 387-397 |
| Number of pages | 11 |
| ISBN (Print) | 2570-4729, 2570-4737 |
| DOIs | |
| State | Published - 2018 |