Tasks that may occasion mathematical creativity: teachers’ choices
 Esther Levenson
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Abstract
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.
Inside
Within this Article
 Introduction
 Creativity and its promotion
 Research questions
 Method
 Results
 Common trends
 Summary and conclusions
 References
 References
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 Title
 Tasks that may occasion mathematical creativity: teachers’ choices
 Journal

Journal of Mathematics Teacher Education
Volume 16, Issue 4 , pp 269291
 Cover Date
 20130801
 DOI
 10.1007/s1085701292299
 Print ISSN
 13864416
 Online ISSN
 15731820
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Mathematical creativity
 Tasks
 Affective issues
 Task features
 Cognitive demands
 Teachers’ choices
 Authors

 Esther Levenson ^{(1)}
 Author Affiliations

 1. Tel Aviv University, P.O. Box 39040, 69978, Tel Aviv, Israel