Coverart for item
The Resource Creativity and Giftedness : Interdisciplinary perspectives from mathematics and beyond

Creativity and Giftedness : Interdisciplinary perspectives from mathematics and beyond

Label
Creativity and Giftedness : Interdisciplinary perspectives from mathematics and beyond
Title
Creativity and Giftedness
Title remainder
Interdisciplinary perspectives from mathematics and beyond
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
EBLCP
http://library.link/vocab/creatorName
Leikin, Roza
Dewey number
370
Index
no index present
LC call number
L1-991
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorName
Sriraman, Bharath
Series statement
Advances in Mathematics Education
http://library.link/vocab/subjectName
  • Mathematics
  • Creative ability
  • Education
  • Gifted persons
Label
Creativity and Giftedness : Interdisciplinary perspectives from mathematics and beyond
Instantiates
Publication
Note
7.1.1 Constraint Pairs and€Problem Space
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Chapter 1: Introduction to€Interdisciplinary Perspectives to€Creativity and€Giftedness; Part I: Perspectives on Creativity; Chapter 2: Creativity, Imagination, and€Early Mathematics Education; 2.1 Introduction; 2.2 The Typological Model of€Creativity; 2.3 The Conjunctional Model of€Creative Imagination; 2.4 Creativity and€Imagination; 2.5 Creativity in€Mathematics or Mathematical Creativity?; 2.6 Mathematical Heuristic Rhymes; 2.7 Mathematical Creative Problem Solving; 2.8 Conclusion; References
  • Chapter 3: Formative Assessment of€Creativity in€Undergraduate Mathematics: Using a€Creativity-in-Progress Rubric (CPR) on€Proving3.1 Introduction; 3.2 Background; 3.2.1 Perspectives of€Creativity; 3.2.2 What Is Mathematical Creativity?; 3.2.3 Mathematical Creativity at the€Tertiary Level; 3.3 Creativity-in-Progress Rubric on€Proving; 3.3.1 Development of€CPR on€Proving; 3.3.2 Categories and€Levels of€the€CPR on€Proving; 3.3.2.1 Making Connections; 3.3.2.2 Taking Risks; 3.4 Case Studies; 3.4.1 The Digit Theorem; 3.4.2 The Trapezoid Theorem; 3.5 Discussion
  • 3.5.1 Remarks on€the€Coding of€Students' Work3.5.2 Teaching Implications; 3.6 Conclusion; Bibliography; Chapter 4: Teacher's Views on€Modeling as€a€Creative Mathematical Activity; 4.1 Introduction; 4.2 Modeling as€a€Creative Mathematical Activity; 4.3 Methodology; 4.4 Results; 4.5 Discussion; References; Chapter 5: The Prominence of€Affect in€Creativity: Expanding the€Conception of€Creativity in€Mathematical Problem Solving; 5.1 Introduction; 5.2 Creativity and€Mathematics; 5.3 Affect and€Creativity; 5.4 Mathematical Problem Solving; 5.5 Iconoclasm; 5.5.1 Examples of€Iconoclasm in€Mathematics
  • 5.5.2 Relationship of Iconoclasm to Fluency, Flexibility, Originality, and Elaboration5.6 Areas for Future Research; References; Chapter 6: When Mathematics Meets Real Objects: How Does Creativity Interact with Expertise in Problem Solving and Posing?; 6.1 Introduction; 6.2 Framework; 6.2.1 Problem Solving and Problem Posing; 6.2.2 Mathematics Modelling; 6.2.3 Creativity; 6.2.4 Experts Versus Novices; 6.2.5 Expertise and Creativity; 6.3 Method; 6.3.1 Sample and Task; 6.3.2 A Modeling Context; 6.4 Results; 6.4.1 What Elements of the Geometrical Configuration Were Relevant for Students?
  • 6.4.2 What Geometric Properties Do Students Identify?6.4.3 What Changes Do Students Propose to€the€Initial Figure to€Get Other Boxes?; 6.5 Discussion; 6.5.1 Some General Comments; 6.5.2 A Few Case Studies; 6.5.2.1 Case 1 (Emilian); 6.5.2.2 Case 2 (Andreea); 6.5.2.3 Case 3 (Paul); 6.5.2.4 Case 4 (Dana); 6.5.2.5 Case 5 (Georgeta); 6.5.2.6 Case 6 (Cristina); 6.5.2.7 Case 7 (Adelina); 6.5.2.8 Case 8 (Anca); 6.5.2.9 Case 9 (Miron); 6.5.3 Comparative Remarks; 6.6 Conclusions; Annex; The Given Task; References; Chapter 7: Constraints, Competency and€Creativity in€the€Classroom; 7.1 Definitions
Dimensions
unknown
Extent
1 online resource (261 pages).
Form of item
online
Isbn
9783319388403
Media category
computer
Media MARC source
rdamedia
Media type code
c
Specific material designation
remote
System control number
ocn957700607
Label
Creativity and Giftedness : Interdisciplinary perspectives from mathematics and beyond
Publication
Note
7.1.1 Constraint Pairs and€Problem Space
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Chapter 1: Introduction to€Interdisciplinary Perspectives to€Creativity and€Giftedness; Part I: Perspectives on Creativity; Chapter 2: Creativity, Imagination, and€Early Mathematics Education; 2.1 Introduction; 2.2 The Typological Model of€Creativity; 2.3 The Conjunctional Model of€Creative Imagination; 2.4 Creativity and€Imagination; 2.5 Creativity in€Mathematics or Mathematical Creativity?; 2.6 Mathematical Heuristic Rhymes; 2.7 Mathematical Creative Problem Solving; 2.8 Conclusion; References
  • Chapter 3: Formative Assessment of€Creativity in€Undergraduate Mathematics: Using a€Creativity-in-Progress Rubric (CPR) on€Proving3.1 Introduction; 3.2 Background; 3.2.1 Perspectives of€Creativity; 3.2.2 What Is Mathematical Creativity?; 3.2.3 Mathematical Creativity at the€Tertiary Level; 3.3 Creativity-in-Progress Rubric on€Proving; 3.3.1 Development of€CPR on€Proving; 3.3.2 Categories and€Levels of€the€CPR on€Proving; 3.3.2.1 Making Connections; 3.3.2.2 Taking Risks; 3.4 Case Studies; 3.4.1 The Digit Theorem; 3.4.2 The Trapezoid Theorem; 3.5 Discussion
  • 3.5.1 Remarks on€the€Coding of€Students' Work3.5.2 Teaching Implications; 3.6 Conclusion; Bibliography; Chapter 4: Teacher's Views on€Modeling as€a€Creative Mathematical Activity; 4.1 Introduction; 4.2 Modeling as€a€Creative Mathematical Activity; 4.3 Methodology; 4.4 Results; 4.5 Discussion; References; Chapter 5: The Prominence of€Affect in€Creativity: Expanding the€Conception of€Creativity in€Mathematical Problem Solving; 5.1 Introduction; 5.2 Creativity and€Mathematics; 5.3 Affect and€Creativity; 5.4 Mathematical Problem Solving; 5.5 Iconoclasm; 5.5.1 Examples of€Iconoclasm in€Mathematics
  • 5.5.2 Relationship of Iconoclasm to Fluency, Flexibility, Originality, and Elaboration5.6 Areas for Future Research; References; Chapter 6: When Mathematics Meets Real Objects: How Does Creativity Interact with Expertise in Problem Solving and Posing?; 6.1 Introduction; 6.2 Framework; 6.2.1 Problem Solving and Problem Posing; 6.2.2 Mathematics Modelling; 6.2.3 Creativity; 6.2.4 Experts Versus Novices; 6.2.5 Expertise and Creativity; 6.3 Method; 6.3.1 Sample and Task; 6.3.2 A Modeling Context; 6.4 Results; 6.4.1 What Elements of the Geometrical Configuration Were Relevant for Students?
  • 6.4.2 What Geometric Properties Do Students Identify?6.4.3 What Changes Do Students Propose to€the€Initial Figure to€Get Other Boxes?; 6.5 Discussion; 6.5.1 Some General Comments; 6.5.2 A Few Case Studies; 6.5.2.1 Case 1 (Emilian); 6.5.2.2 Case 2 (Andreea); 6.5.2.3 Case 3 (Paul); 6.5.2.4 Case 4 (Dana); 6.5.2.5 Case 5 (Georgeta); 6.5.2.6 Case 6 (Cristina); 6.5.2.7 Case 7 (Adelina); 6.5.2.8 Case 8 (Anca); 6.5.2.9 Case 9 (Miron); 6.5.3 Comparative Remarks; 6.6 Conclusions; Annex; The Given Task; References; Chapter 7: Constraints, Competency and€Creativity in€the€Classroom; 7.1 Definitions
Dimensions
unknown
Extent
1 online resource (261 pages).
Form of item
online
Isbn
9783319388403
Media category
computer
Media MARC source
rdamedia
Media type code
c
Specific material designation
remote
System control number
ocn957700607

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