Abstract
In this chapter, we draw heavily on a new typological model of creativity and show its consequences for early maths education. According to this model, creativity is made up of three interrelated components: creative abilities (mainly creative imagination and divergent thinking), openness to experiences, and independence. This model is our starting point for the description of the importance and organization of the Mathematical Creative Problem Solving Model. We describe the assumptions, aims, and elements of this model, as well as demonstrate the practical and methodological aspects of supporting the development of mathematics. We also focus on the role played by visual and creative imagination and on new ways of enhancing mathematical creativity using heuristic rhymes.
The preparation of this chapter was supported by grants from the National Science Centre, Poland (UMO-2011/03/N/HS6/05153) and the Polish Ministry of Science and Higher Education (Iuventus Plus Program, 0193/IP3/2015/73).
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Karwowski, M., Jankowska, D.M., Szwajkowski, W. (2017). Creativity, Imagination, and Early Mathematics Education. In: Leikin, R., Sriraman, B. (eds) Creativity and Giftedness. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-38840-3_2
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