Teachers' views on creativity in mathematics education: An international survey

Roza Leikin; Rena Subotnik; Demetra Pitta-Pantazi; Florence Mihaela Singer; Ildiko Pelczer

doi:10.1007/s11858-012-0472-4

Teachers' views on creativity in mathematics education: An international survey

Roza Leikin, Rena Subotnik, Demetra Pitta-Pantazi, Florence Mihaela Singer, Ildiko Pelczer

Department of Mathematics Education

Research output: Contribution to journal › Article › peer-review

Abstract

The survey described in this paper was developed in order to gain an understanding of culturally-based aspects of creativity associated with secondary school mathematics across six participating countries. All participating countries acknowledge the importance of creativity in mathematics, yet the data show that they take very different approaches to teaching creatively and enhancing students' creativity. Approximately 1,100 teachers from six countries (Cyprus, India, Israel, Latvia, Mexico, and Romania) participated in a 100-item questionnaire addressing teachers' conceptions about: (1) Who is a creative student in mathematics, (2) Who is a creative mathematics teacher, (3) In what way is creativity in mathematics related to culture, and (4) Who is a creative person. We present responses to each conception focusing on differences between teachers from different countries. We also analyze relationships among teachers' conceptions of creativity and their experience, and educational level. Based on factor analysis of the collected data we discuss relevant relationships among different components of teachers' conceptions of creativity as they emerge in countries with different cultures.

Original language	English
Pages (from-to)	309-324
Number of pages	16
Journal	ZDM - International Journal on Mathematics Education
Volume	45
Issue number	2
DOIs	https://doi.org/10.1007/s11858-012-0472-4
State	Published - Apr 2013

Bibliographical note

Funding Information:
Acknowledgments This project was made possible through the support of a Grant #13219 from the John Templeton Foundation. The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the John Templeton Foundation. We would like to thank Dr. Raisa Guberman (Israel), Dr. Hana Lev-Zamir (Israel), Prof. Agnis Anjans (Latvia), Dr. Guadalupe Vadillo (Mexico), and Prof. Azhar Hussain (India) for their participation in the validation of the research tool used in this study and the data collection.

Keywords

Culturally related characteristics
International perspective
Students' creativity
Teachers' creativity

ASJC Scopus subject areas

Education
General Mathematics

Access to Document

10.1007/s11858-012-0472-4

Cite this

@article{3cce0b1883b64f7eb2ea0643d49bf154,

title = "Teachers' views on creativity in mathematics education: An international survey",

abstract = "The survey described in this paper was developed in order to gain an understanding of culturally-based aspects of creativity associated with secondary school mathematics across six participating countries. All participating countries acknowledge the importance of creativity in mathematics, yet the data show that they take very different approaches to teaching creatively and enhancing students' creativity. Approximately 1,100 teachers from six countries (Cyprus, India, Israel, Latvia, Mexico, and Romania) participated in a 100-item questionnaire addressing teachers' conceptions about: (1) Who is a creative student in mathematics, (2) Who is a creative mathematics teacher, (3) In what way is creativity in mathematics related to culture, and (4) Who is a creative person. We present responses to each conception focusing on differences between teachers from different countries. We also analyze relationships among teachers' conceptions of creativity and their experience, and educational level. Based on factor analysis of the collected data we discuss relevant relationships among different components of teachers' conceptions of creativity as they emerge in countries with different cultures.",

keywords = "Culturally related characteristics, International perspective, Students' creativity, Teachers' creativity",

author = "Roza Leikin and Rena Subotnik and Demetra Pitta-Pantazi and Singer, {Florence Mihaela} and Ildiko Pelczer",

note = "Funding Information: Acknowledgments This project was made possible through the support of a Grant #13219 from the John Templeton Foundation. The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the John Templeton Foundation. We would like to thank Dr. Raisa Guberman (Israel), Dr. Hana Lev-Zamir (Israel), Prof. Agnis Anjans (Latvia), Dr. Guadalupe Vadillo (Mexico), and Prof. Azhar Hussain (India) for their participation in the validation of the research tool used in this study and the data collection.",

year = "2013",

month = apr,

doi = "10.1007/s11858-012-0472-4",

language = "English",

volume = "45",

pages = "309--324",

journal = "ZDM - International Journal on Mathematics Education",

issn = "1863-9690",

publisher = "Springer Verlag",

number = "2",

}

TY - JOUR

T1 - Teachers' views on creativity in mathematics education

T2 - An international survey

AU - Leikin, Roza

AU - Subotnik, Rena

AU - Pitta-Pantazi, Demetra

AU - Singer, Florence Mihaela

AU - Pelczer, Ildiko

N1 - Funding Information: Acknowledgments This project was made possible through the support of a Grant #13219 from the John Templeton Foundation. The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the John Templeton Foundation. We would like to thank Dr. Raisa Guberman (Israel), Dr. Hana Lev-Zamir (Israel), Prof. Agnis Anjans (Latvia), Dr. Guadalupe Vadillo (Mexico), and Prof. Azhar Hussain (India) for their participation in the validation of the research tool used in this study and the data collection.

PY - 2013/4

Y1 - 2013/4

N2 - The survey described in this paper was developed in order to gain an understanding of culturally-based aspects of creativity associated with secondary school mathematics across six participating countries. All participating countries acknowledge the importance of creativity in mathematics, yet the data show that they take very different approaches to teaching creatively and enhancing students' creativity. Approximately 1,100 teachers from six countries (Cyprus, India, Israel, Latvia, Mexico, and Romania) participated in a 100-item questionnaire addressing teachers' conceptions about: (1) Who is a creative student in mathematics, (2) Who is a creative mathematics teacher, (3) In what way is creativity in mathematics related to culture, and (4) Who is a creative person. We present responses to each conception focusing on differences between teachers from different countries. We also analyze relationships among teachers' conceptions of creativity and their experience, and educational level. Based on factor analysis of the collected data we discuss relevant relationships among different components of teachers' conceptions of creativity as they emerge in countries with different cultures.

AB - The survey described in this paper was developed in order to gain an understanding of culturally-based aspects of creativity associated with secondary school mathematics across six participating countries. All participating countries acknowledge the importance of creativity in mathematics, yet the data show that they take very different approaches to teaching creatively and enhancing students' creativity. Approximately 1,100 teachers from six countries (Cyprus, India, Israel, Latvia, Mexico, and Romania) participated in a 100-item questionnaire addressing teachers' conceptions about: (1) Who is a creative student in mathematics, (2) Who is a creative mathematics teacher, (3) In what way is creativity in mathematics related to culture, and (4) Who is a creative person. We present responses to each conception focusing on differences between teachers from different countries. We also analyze relationships among teachers' conceptions of creativity and their experience, and educational level. Based on factor analysis of the collected data we discuss relevant relationships among different components of teachers' conceptions of creativity as they emerge in countries with different cultures.

KW - Culturally related characteristics

KW - International perspective

KW - Students' creativity

KW - Teachers' creativity

UR - http://www.scopus.com/inward/record.url?scp=84892837348&partnerID=8YFLogxK

U2 - 10.1007/s11858-012-0472-4

DO - 10.1007/s11858-012-0472-4

M3 - Article

AN - SCOPUS:84892837348

SN - 1863-9690

VL - 45

SP - 309

EP - 324

JO - ZDM - International Journal on Mathematics Education

JF - ZDM - International Journal on Mathematics Education

IS - 2

ER -

Teachers' views on creativity in mathematics education: An international survey

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this