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Exploration of Students’ Mathematical Creativity with Actor-Oriented Transfer to Develop Actor-Oriented Creativity

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Transfer of Learning

Part of the book series: Research in Mathematics Education ((RME))

Abstract

The transfer of learning has been examined through various theoretical perspectives. One contemporary approach, the actor-oriented transfer (AOT) framework, was introduced to better understand the mechanisms of transfer from the learner’s (actor’s) perspective by emphasizing the need for a shift in the methodology of transfer studies. Similar to the construct of transfer, the exploration of mathematical creativity has been an ongoing quest of researchers, given that it is undeniably an important component of mathematicians’ work and crucial for the development of mathematics. Furthermore, creativity is claimed to help students with the development of knowledge and uses of such knowledge in other domains. However, explicit ways to value, enhance, and evaluate students’ mathematical creativity at the tertiary level require further investigations. This theoretical chapter examines the constructs of transfer and mathematical creativity and provides empirical examples to illustrate an implementation of AOT of students’ mathematical creativity at the tertiary level. An emerging actor-oriented creativity (AOc) construct is proposed as a way to further explorations of students’ mathematical creativity.

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  1. School of Mathematical Sciences, University of Northern Colorado, Greeley, CO, USA

    Gulden Karakok

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  1. Gulden Karakok
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  1. School of Education, University of Delaware, Newark, DE, USA

    Charles Hohensee

  2. Department of Mathematics and Statistics, San Diego State University, San Diego, CA, USA

    Joanne Lobato

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Karakok, G. (2021). Exploration of Students’ Mathematical Creativity with Actor-Oriented Transfer to Develop Actor-Oriented Creativity. In: Hohensee, C., Lobato, J. (eds) Transfer of Learning. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-65632-4_5

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