Tasks that may occasion mathematical creativity: teachers’ choices
- Esther Levenson
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Promoting mathematical creativity is one of the aims of mathematics education. This study investigates the tasks teachers chose when their aim was to occasion mathematical creativity in the classroom. Five cases are described in depth, and general trends found among these cases as well as in additional data are discussed. Findings indicated that teachers take into consideration not only task features and cognitive demands, but also emotions and values. One common thread found among the teachers was the implication that creativity pertains to being different and unusual. The study provides a framework for analyzing tasks which may be used with teachers in professional development to discuss how a task may afford or constrain mathematical creativity.
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- Tasks that may occasion mathematical creativity: teachers’ choices
Journal of Mathematics Teacher Education
Volume 16, Issue 4 , pp 269-291
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Mathematical creativity
- Affective issues
- Task features
- Cognitive demands
- Teachers’ choices
- Esther Levenson (1)
- Author Affiliations
- 1. Tel Aviv University, P.O. Box 39040, 69978, Tel Aviv, Israel