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Tasks that may occasion mathematical creativity: teachers’ choices

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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.

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Notes

  1. The “king’s way” is an expression in Hebrew, which loosely translated means “the right track”.

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

    Esther Levenson

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  1. Esther Levenson
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Correspondence to Esther Levenson.

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Levenson, E. Tasks that may occasion mathematical creativity: teachers’ choices. J Math Teacher Educ 16, 269–291 (2013). https://doi.org/10.1007/s10857-012-9229-9

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  • DOI: https://doi.org/10.1007/s10857-012-9229-9

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