Skip to main content

Advertisement

SpringerLink
Log in

Creativity and mathematics education: the state of the art

  • Original Article
  • Published:
ZDM Aims and scope Submit manuscript

Abstract

This paper draws connections between studies in general creativity and studies in mathematics education. Through analysis of the state of the art in the research in creativity as associated with mathematics education we review manuscripts included in this special issue. We consider definitions of creativity and the approaches to studying creativity as historically developed and as applied in studies presented in the current issue. We pay special attention to the relationship between creativity, high ability and giftedness. We analyze creative product, process, person and press as focal points chosen by researchers in order to analyze the role of mathematics education in the development of students’ creativity. Finally we explore research methods that can be used when studying creativity and those used in studies presented in this special issue. We stress the importance of the advancement of research on creativity in mathematics education and consider this special issue as an important step in raising the awareness of the community of researchers in mathematics education of this intriguing personal and social trait.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Cianciolo, A. T., & Sternberg, R. J. (2004). Intelligence: A brief history. Malden, MA: Blackwell.

    Google Scholar 

  • Csikszentmihalyi, M. (1988). Society, culture, and person: A systems view of creativity. In R. J. Sternberg (Ed.), The nature of creativity (pp. 325–339). New York: Cambridge University Press.

    Google Scholar 

  • Csikszentmihalyi, M., & Wolfe, R. (2000). New conceptions and research approach to creativity. Implications of a systems perspective for creativity in education. In K. A. Heller, F. J. Monk, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 81–94). New York: Elsevier.

    Google Scholar 

  • Dehaene, S., Spelke, E., Pinel, P., Stanescu, R., & Tsivkin, S. (1999). Sources of mathematical thinking: Behavioral and brain-imaging evidence. Science, 284, 970–974.

    Article  Google Scholar 

  • Ervynck, G. (1991). Mathematical creativity. In D. Tall (Ed.), Advanced mathematical thinking (pp. 42–53). Dordrecht: Kluwer.

    Google Scholar 

  • Freiman, V., & Sriraman, B. (2011). Interdisciplinary networks for better education in mathematics, science and arts. In B. Sriraman, & V. Freiman (Eds.), Interdisciplinarity for the twenty-first century: Proceedings of the third international symposium on mathematics and its connections to arts and sciences (pp. xi–xvi). USA: Information Age Publishing Inc. & The Montana Council of Teachers of Mathematics.

  • Goldin, G. A. (2002). Affect, meta-affect and mathematical belief structures. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 59–72). Dordrecht: Kluwer.

    Google Scholar 

  • Gordon, W. J. J. (1961). Synectics: The development of creative capacity. New York: Harper and Row.

    Google Scholar 

  • Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.

    Google Scholar 

  • Hadamard, J. (1945). The psychology of invention in the mathematical field. New York: Dover Publications.

    Google Scholar 

  • Haylock, D. W. (1987). A framework for assessing mathematical creativity in schoolchildren. Educational Studies in Mathematics, 18(1), 59–74.

    Article  Google Scholar 

  • Kattou, M., Kontoyianni, K., Pitta-Pantazi, D., & Christou, C. (this issue). Connecting mathematical creativity to mathematical ability. ZDM—The International Journal on Mathematics Education, 45(4).

  • Klavir, R., & Gorodetsky, M. (2009). On excellence and creativity: A study of gifted and expert students. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 221–242). Rotterdam: Sense Publishers.

    Google Scholar 

  • Kleiman, P. (2005). Beyond the tingle factor: Creativity and assessment in higher education. Paper presented at the ESRC Creativity Seminar, University of Strathclyde. http://labspace.open.ac.uk/file.php/6691/KLEIMAN_Beyond_the_Tingle_Factor.pdf. Accessed 27 Aug 2012.

  • Leikin, R. (2009a). Bridging research and theory in mathematics education with research and theory in creativity and giftedness. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 383–409). Rotterdam: Sense Publishers.

    Google Scholar 

  • Leikin, R. (2009b). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129–145). Rotterdam: Sense Publishers.

    Google Scholar 

  • Leikin, R., & Lev, M. (this issue). On the connections between mathematical creativity and mathematical giftedness in high school students. ZDM—The International Journal on Mathematics Education, 45(4).

  • Leikin, R., Berman, A., & Koichu, B. (Eds.). (2009). Creativity in mathematics and the education of gifted students. Rotterdam: Sense Publishers.

    Google Scholar 

  • Leikin, R., Subotnik, R., Pitta-Pantazi, D., Singer, F. M., & Pelczer, I. (this issue). International survey on teachers’ perspectives on creativity in mathematics education. ZDM—The International Journal on Mathematics Education, 45(4).

  • Lev-Zamir, H., & Leikin, R. (this issue). Saying vs. doing: Teachers’ conceptions of creativity in elementary mathematics teaching. ZDM—The International Journal on Mathematics Education, 45(4).

  • Liljedahl, P. (this issue). Illumination in mathematical creativity: An affective experience? ZDM—The International Journal on Mathematics Education, 45(4).

  • Mann, E. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236–260.

    Google Scholar 

  • Milgram, R., & Hong, E. (2009). Talent loss in mathematics: Causes and solutions. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 149–163). Rotterdam: Sense Publishers.

    Google Scholar 

  • Osborn, A. (1953). Applied imagination. New York: Charles Scribner.

    Google Scholar 

  • Pitta-Pantazi, D., Sophocleous, P., & Christou, C. (this issue). Prospective primary school teachers’ mathematical creativity and their cognitive styles. ZDM—The International Journal on Mathematics Education, 45(4).

  • Renzulli, J. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan, 60(180–184), 261.

    Google Scholar 

  • Renzulli, J. S. (2006). Swimming up-stream in a small river: Changing conceptions and practices about the development of giftedness. In M. A. Constas & R. J. Sternberg (Eds.), Translating theory and research into educational practice: Developments in content domains, large-scale reform, and intellectual capacity (pp. 223–253). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 42, 305–310.

    Google Scholar 

  • Rhodes, M. (1987). An analysis of creativity. In S. G. Isaksen (Ed.), Frontiers of creativity research (pp. 216–222). Buffalo: Bearly.

    Google Scholar 

  • Runco, M. (2004). Creativity. Annual Review of Psychology, 55, 657–687.

    Article  Google Scholar 

  • Runco, M. A. (2007). Creativity: Theories, themes, practice. Philadelphia, CA: Academic Press.

    Google Scholar 

  • Sarrazy, B., & Novotná, J. (this issue). Didactical contract and responsiveness to didactical contract: Theoretical framework for enquiry into students’ creativity in mathematics. ZDM—The International Journal on Mathematics Education, 45(4).

  • Sawyer, R. K. (1995). Creativity as mediated action: A comparison of improvisational performance and product creativity. Mind, Culture, and Activity, 2, 172–191.

    Article  Google Scholar 

  • Shani-Zinovich, I., & Zeidner, M. (2009). On being a gifted adolescent: Developmental, affective, and social issues. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 195–219). Rotterdam: Sense Publishers.

    Google Scholar 

  • Sheffield, L. (2009). Developing mathematical creativity—questions may be the answer. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 87–100). Rotterdam: Sense Publishers.

    Google Scholar 

  • Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM—The International Journal on Mathematics Education, 29(3), 75–80.

    Article  Google Scholar 

  • Sinclair, N., de Freitas, E., & Ferrara, F. (this issue). Digital, dynamic diagrams: The murky and furtive world of mathematical inventiveness. ZDM—The International Journal on Mathematics Education, 45(4).

  • Sriraman, B., Freiman, V., & Lirette-Pitre, N. (Eds.). (2009). Interdisciplinarity, creativity, and learning. The Montana mathematics enthusiast monograph series, monograph (Vol. 7). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Sternberg, R. J. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39, 189–202.

    Google Scholar 

  • Sternberg, R. J., & Davidson, J. E. (Eds.). (1995). The nature of insight. London: MIT Press.

    Google Scholar 

  • Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. American Psychologist, 51, 677–688.

    Article  Google Scholar 

  • Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3–16). New York: Cambridge University Press.

    Google Scholar 

  • Sternberg, R. J., & O’Hara, L. A. (1999). Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 251–272). New York: Cambridge University Press.

    Google Scholar 

  • Subotnik, R. F., Pillmeier, E., & Jarvin, L. (2009). The psychosocial dimensions of creativity in mathematics: Implications for gifted education policy. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 165–179). Rotterdam: Sense Publishers.

    Google Scholar 

  • Tabach, M., & Friedlander, A. (this issue). School mathematics and creativity at the elementary and middle grades level: How are they related? ZDM—The International Journal on Mathematics Education, 45(4).

  • Torrance, E. P. (1966). The Torrance tests of creative thinking: Norms-technical manual. Research edition. Verbal tests, forms A and B. Figural tests, forms A and B. Princeton, NJ: Personnel Press.

    Google Scholar 

  • Treffinger, D. J. (1995). Creative problem solving: Overview and educational implications. Educational Psychology Review, 7, 301–312.

    Article  Google Scholar 

  • Voica, C., & Singer, F. M. (this issue). Problem posing as a tool for the development of mathematical creativity in school children. ZDM—The International Journal on Mathematics Education, 45(4).

  • von Oech, R. (1986). A kick in the seat of the pants: Using your explorer, artist, judge & warrior to be more creative. New York: Harper Perennial.

    Google Scholar 

  • Vygotsky, L. S. (1930/1984). Imagination and creativity in adolescent. In D. B. Elkonin (Ed.), Child psychology. The collected works of L. S. Vygotsky (Vol. 4, pp. 199–219). Moscow: Pedagogika (in Russian).

  • Wallas, G. (1926). The art of thought. New York: Harcourt, Brace.

    Google Scholar 

  • Yerushalmy, M. (2009). Educational technology and curricular design: Promoting mathematical creativity for all students. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 101–113). Rotterdam: Sense Publishers.

    Google Scholar 

  • Ziegler, A. (2005). The actiotope model of giftedness. In R. Sternberg & J. Davidson (Eds.), Conceptions of giftedness (pp. 411–434). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Haifa, Haifa, Israel

    Roza Leikin

  2. University of Cyprus, Nicosia, Cyprus

    Demetra Pitta-Pantazi

Authors
  1. Roza Leikin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Demetra Pitta-Pantazi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Roza Leikin.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Leikin, R., Pitta-Pantazi, D. Creativity and mathematics education: the state of the art. ZDM Mathematics Education 45, 159–166 (2013). https://doi.org/10.1007/s11858-012-0459-1

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11858-012-0459-1

Keywords

Search

Navigation