Beyond Routine: Fostering Creativity in Mathematics Classrooms

Abstract

Mathematics is a creative endeavor. However, students typically think of mathematics as a body of knowledge used to solve well-defined problems in a unique way. Yet virtually all problems encountered in “real life” involve ambiguity and may not be solvable by a single approach. Expert problem solvers are original, creative thinkers who are able to devise novel approaches to solving ill-structured or ambiguously posed problems. Recently, research has been conducted on having students create and solve their own problems as assignments in mathematics classes in an attempt to give them an experience of interacting with mathematics problems beyond the routine and mechanical. Results suggest that such experiences could also be valuable in other disciplines at various levels, and that these experiences encourage students to be creative. In addition to a theoretical discussion of creativity, detailed examples of student work are presented, as well as a historical background of the assignment and practical implications for teachers interested in using the writing of original problems in their classrooms.