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A framework for assessing mathematical creativity in school chilren

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Abstract

In spite of the neglect of the study of creativity specifically within the subject of school mathematics, the notion of creativity is apparently considered by many mathematical educators to be relevant and important in terms of children doing mathematics. Some of the research and literature associated with creativity in school mathematics, mainly from English speaking countries, is reviewed. Particular attention is given to attempts to assess creative ability in school mathematics. Two key aspects emerge: the ability to overcome fixations in mathematical problem-solving, and the ability for divergent production within mathematical situations. It is proposed that these might form the basis for a framework for fostering and rewarding mathematical creativity in schoolchildren.

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  1. School of Education, University of East Anglia, NR4 7TJ, Norwich, U.K.

    Derek W. Haylock

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  1. Derek W. Haylock
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Haylock, D.W. A framework for assessing mathematical creativity in school chilren. Educational Studies in Mathematics 18, 59–74 (1987). https://doi.org/10.1007/BF00367914

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