Tasks that may occasion mathematical creativity: teachers’ choices
 Esther Levenson
 … show all 1 hide
Rent the article at a discount
Rent now* Final gross prices may vary according to local VAT.
Get AccessAbstract
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
Other actions
 Aljughaiman, A., & MowrerReynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39(1), 17–34. CrossRef
 Arbaugh, F., & Brown, C. (2005). Analyzing mathematical tasks: A catalyst for change? Journal Mathematics Teacher Education, 8, 499–536. CrossRef
 Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching. Journal of Teacher Education, 59(5), 389–407. CrossRef
 Bolden, D., Newton, D., & Harries, T. (2010). Preservice primary teachers’ conceptions of creativity in mathematics. Educational Studies in Mathematics, 73(2), 143–157. CrossRef
 Burns, M. (1975). The I hate mathematics! Book. California: The Yola Bolly Press.
 DeBellis, V., & Goldin, G. (2006). Affect and metaaffect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63, 131–147. CrossRef
 Doyle, W. (1988). Work in mathematics classes: The context of students’ thinking during instruction. Educational Psychologist, 23, 167–180. CrossRef
 Ervynck, G. (1991). Mathematical creativity. In D. O. Tall (Ed.), Advanced mathematical thinking (pp. 42–53). Dordrecht: Kluwer.
 Hadamard, J. (1945). The psychology of invention in the mathematical field. Mineola, NY: Dover.
 Hannula, M. S. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics, 63, 165–178.
 Haylock, D. (1987). A framework for assessing mathematical creativity in school children. Educational Studies in Mathematics, 18, 59–74.
 Haylock, D. (1997). Recognizing mathematical creativity in schoolchildren. ZDM, 27(2), 68–74. CrossRef
 Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroombased factors that support and inhibit highlevel mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524–549. CrossRef
 International Association for the Evaluation of Educational Achievement (IEA). (2005). Mathematics and science study special initiative in problem solving and inquiry. Boston: IEA. Available online at http://timss.bc.edu/timss2003i/psi.html.
 Jung, D. (2001). Transformational and transactional leadership and their effects on creativity in groups. Creativity Research Journal, 13(2), 185–195. CrossRef
 Kaufman, J., & Beghetto, R. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13(1), 1–12. CrossRef
 Krutetskii, V. A. (1976). The psychology of mathemematical abilities in schoolchildren (J. Teller, Trans., edited by J. Kilpatrick and I. Wirszup). Chicago, IL: The University of Chicago Press.
 Kurtzberg, T., & Amabile, T. (2001). From Guilford to creative synergy: Opening the black box of teamlevel creativity. Creativity Research Journal, 13(3&4), 285–294. CrossRef
 Kwon, O. N., Park, J. S., & Park, J. H. (2006). Cultivating divergent thinking in mathematics through an openended approach. Asia Pacific Education Review, 7(1), 51–61. CrossRef
 Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129–135). Rotterdam: Sense Publishers.
 Levenson, E. (2011). Exploring collective mathematical creativity in elementary school. Journal of Creative Behavior, 45(3), 215–234. CrossRef
 LevZamir, H., & Leikin, R. (2011). Creative mathematics teaching in the eye of the beholder: Focusing on teachers’ conceptions. Research in Mathematics Education, 13(1), 17–32. CrossRef
 Lithner, J. (2008). A research framework for creative and imitative reasoning. Educational Studies in Mathematics, 67, 255–276.
 Nicol, C. C., & Crespo, S. M. (2006). Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62, 331–355. CrossRef
 Paulus, P. B., & Yang, H. (2000). Idea generation in groups: A basis for creativity in organizations. Organizational Behavior and Human Decision Processes, 82(1), 86–87. CrossRef
 Pepin, B. (2009). ‘Negativity’ and learner identity: Classroom tasks, the ‘minus sign’ and classroom environments in English, French and German classrooms. In J. Maass & W. Schloeglmann (Eds.), Beliefs and attitudes in mathematics education—New research results (pp. 179–196). Rotterdam: Sense Publishers.
 Philipp, R. (2007). Mathematics teachers’ beliefs and affect. In F. Lester (Ed.), Second handbook of research in mathematics teaching and learning. New York: Information Age.
 Pólya, G. (1945). How to solve it. NJ: Princeton University Press.
 Remillard, J. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246. CrossRef
 Runco, M. (1996). Personal creativity: Definition and developmental issues. New Directions for Child Development, 72, 3–30. CrossRef
 Runco, M. A. (2006). The development of children’s creativity. In B. Spodek & O. Saracho (Eds.), Handbook of research on the education of young children (pp. 121–131). Mahwah, NJ: Lawrence Erlbaum Associates.
 Sheffield, L. J. (2009). Developing mathematical creativity—Questions may be the answer. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 87–100). Rotterdam, The Netherlands: Sense Publishers.
 Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
 Silver, E. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM, 3, 75–80. CrossRef
 Silver, E. A., Mesa, V. M., Morris, K. A., Star, J. R., & Benken, B. M. (2009). Teaching mathematics for understanding: An analysis of lessons submitted by teachers seeking NBPTS certification. American Educational Research Journal, 46(2), 501–531. CrossRef
 Sriraman, B. (2009). The characteristics of mathematical creativity. ZDM, 41, 13–27. CrossRef
 Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33, 455–488. CrossRef
 Stylianides, A., & Styliandes, G. (2008). Studying the classroom implementation of tasks: Highlevel mathematical tasks embedded in ‘reallife’ contexts. Teaching and Teacher Education, 24(4), 859–875. CrossRef
 The Center for Educational Technology (CET). (2006). Geometry for the fourth grade. Tel Aviv, Israel: CET.
 Torrance, E. (1965). Rewarding creative behavior. New Jersey: Personell Press.
 Watson, A., & Mason, J. (2007). Takenasshared: A review of common assumptions about mathematical tasks in teacher education. Journal for Mathematics Teacher Education, 10, 205–215. CrossRef
 Watson, A., & Sullivan, P. (2008). Teachers learning about tasks and lessons. In D. Tirosh & T. Wood (Eds.), Tools and resources in mathematics teacher education (pp. 109–135). Rotterdam: Sense Publishers.
 Weizmann Institute of Science. (2011). Integrated mathematics grade eight part one. Rehovot, Israel: Weizmann Institute of Science.
 Zaslavsky, O. (2007). Mathematicsrelated tasks, teacher education, and teacher educators. Journal for Mathematics Teacher Education, 10, 433–440. CrossRef
 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