Abstract
Mathematics is a creative expression. The results of mathematics, namely its theorems have not only stood the test of time but also adapted to paradigm shifts that resulted in different systems of axioms. Axiomatic shifts result in the development of new areas of mathematics (e.g., Non-Euclidean geometries; Non-standard Analysis etc.). However, axioms are also a system of rules that can be “playfully changed” to force creative expression. The chapter addresses whether uncertainty and creative expression go hand-in-hand in mathematics and whether creativity can be fostered by engineering uncertainty. Uncertainty also exists in numerous real-life situations where a mathematical model is required to understand a problem situation. This chapter addresses promising approaches in the learning of mathematics that involves both abstract and real-life situations in the classroom that result in ambiguity and uncertainty. Implications of the creativity that results from such an approach is discussed.
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Sriraman, B. (2022). Engineering Uncertainty in the Mathematics Classroom: Implications for Classroom Tasks and Learning. In: Beghetto, R.A., Jaeger, G.J. (eds) Uncertainty: A Catalyst for Creativity, Learning and Development . Creativity Theory and Action in Education, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-030-98729-9_11
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DOI: https://doi.org/10.1007/978-3-030-98729-9_11
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