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.
 Aljughaiman, A, MowrerReynolds, E (2005) Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior 39: pp. 1734 CrossRef
 Arbaugh, F, Brown, C (2005) Analyzing mathematical tasks: A catalyst for change?. Journal Mathematics Teacher Education 8: pp. 499536 CrossRef
 Ball, D, Thames, M, Phelps, G (2008) Content knowledge for teaching. Journal of Teacher Education 59: pp. 389407 CrossRef
 Bolden, D, Newton, D, Harries, T (2010) Preservice primary teachers’ conceptions of creativity in mathematics. Educational Studies in Mathematics 73: pp. 143157 CrossRef
 Burns, M (1975) The I hate mathematics! Book. The Yola Bolly Press, California
 DeBellis, V, Goldin, G (2006) Affect and metaaffect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics 63: pp. 131147 CrossRef
 Doyle, W (1988) Work in mathematics classes: The context of students’ thinking during instruction. Educational Psychologist 23: pp. 167180 CrossRef
 Ervynck, G Mathematical creativity. In: Tall, DO eds. (1991) Advanced mathematical thinking. Kluwer, Dordrecht, pp. 4253
 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: pp. 6874 CrossRef
 Henningsen, M, Stein, MK (1997) Mathematical tasks and student cognition: Classroombased factors that support and inhibit highlevel mathematical thinking and reasoning. Journal for Research in Mathematics Education 28: pp. 524549 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: pp. 185195 CrossRef
 Kaufman, J, Beghetto, R (2009) Beyond big and little: The four C model of creativity. Review of General Psychology 13: pp. 112 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: pp. 285294 CrossRef
 Kwon, ON, Park, JS, Park, JH (2006) Cultivating divergent thinking in mathematics through an openended approach. Asia Pacific Education Review 7: pp. 5161 CrossRef
 Leikin, R Exploring mathematical creativity using multiple solution tasks. In: Leikin, R, Berman, A, Koichu, B eds. (2009) Creativity in mathematics and the education of gifted students. Sense Publishers, Rotterdam, pp. 129135
 Levenson, E (2011) Exploring collective mathematical creativity in elementary school. Journal of Creative Behavior 45: pp. 215234 CrossRef
 LevZamir, H, Leikin, R (2011) Creative mathematics teaching in the eye of the beholder: Focusing on teachers’ conceptions. Research in Mathematics Education 13: pp. 1732 CrossRef
 Lithner, J. (2008). A research framework for creative and imitative reasoning. Educational Studies in Mathematics, 67, 255–276.
 Nicol, CC, Crespo, SM (2006) Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materials. Educational Studies in Mathematics 62: pp. 331355 CrossRef
 Paulus, PB, Yang, H (2000) Idea generation in groups: A basis for creativity in organizations. Organizational Behavior and Human Decision Processes 82: pp. 8687 CrossRef
 Pepin, B ‘Negativity’ and learner identity: Classroom tasks, the ‘minus sign’ and classroom environments in English, French and German classrooms. In: Maass, J, Schloeglmann, W eds. (2009) Beliefs and attitudes in mathematics education—New research results. Sense Publishers, Rotterdam, pp. 179196
 Philipp, R Mathematics teachers’ beliefs and affect. In: Lester, F eds. (2007) Second handbook of research in mathematics teaching and learning. Information Age, New York
 Pólya, G (1945) How to solve it. Princeton University Press, NJ
 Remillard, J (2005) Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research 75: pp. 211246 CrossRef
 Runco, M (1996) Personal creativity: Definition and developmental issues. New Directions for Child Development 72: pp. 330 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, LJ Developing mathematical creativity—Questions may be the answer. In: Leikin, R, Berman, A, Koichu, B eds. (2009) Creativity in mathematics and the education of gifted students. Sense Publishers, Rotterdam, The Netherlands, pp. 87100
 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: pp. 7580 CrossRef
 Silver, EA, Mesa, VM, Morris, KA, Star, JR, Benken, BM (2009) Teaching mathematics for understanding: An analysis of lessons submitted by teachers seeking NBPTS certification. American Educational Research Journal 46: pp. 501531 CrossRef
 Sriraman, B (2009) The characteristics of mathematical creativity. ZDM 41: pp. 1327 CrossRef
 Stein, MK, Grover, BW, 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: pp. 455488 CrossRef
 Stylianides, A, Styliandes, G (2008) Studying the classroom implementation of tasks: Highlevel mathematical tasks embedded in ‘reallife’ contexts. Teaching and Teacher Education 24: pp. 859875 CrossRef
 Geometry for the fourth grade. CET, Tel Aviv, Israel
 Torrance, E (1965) Rewarding creative behavior. Personell Press, New Jersey
 Watson, A, Mason, J (2007) Takenasshared: A review of common assumptions about mathematical tasks in teacher education. Journal for Mathematics Teacher Education 10: pp. 205215 CrossRef
 Watson, A, Sullivan, P Teachers learning about tasks and lessons. In: Tirosh, D, Wood, T eds. (2008) Tools and resources in mathematics teacher education. Sense Publishers, Rotterdam, pp. 109135
 Integrated mathematics grade eight part one. Weizmann Institute of Science, Rehovot, Israel
 Zaslavsky, O (2007) Mathematicsrelated tasks, teacher education, and teacher educators. Journal for Mathematics Teacher Education 10: pp. 433440 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