Instances of Promoting Creativity with Procedural Tasks

Abstract

The learning of algebraic procedures in middle-school algebra is usually perceived as an algorithmic activity, achieved by performing sequences of short drill-and-practice tasks, which have little to do with conceptual learning or with creative mathematical thinking. The goal of this chapter is to explore possible ways by which all middle-grade students can be encouraged to apply higher-order thinking in the context of tasks that integrate procedural work, conceptual understanding and creative thinking. Each of the five instances presented in this chapter was intended to promote creative thinking in the context of procedural tasks. An a-priori task analysis and data collected in some of our previous studies indicate the presence of many learning competencies and high levels of mathematical creativity in the participating students’ work. Thus, we conclude that certain procedural tasks have a strong potential to promote higher-order, and creative thinking.