The challenges facing the economy and technologies determine the needs of the labor market for creative professionals, competent specialists, easily adaptive to the technologically changing information environment. Universities are confronted with the main task to experiment and to discover new opportunities for stimulating student creativity, for teaching and learning for mastering specific knowledge, for developing skills and competencies as a key element in their preparation for professional growth. The authors' research investigates the creative environment for teaching and learning of students (future Mathematics and Informatics teachers in high schools), namely the developing and integrating of GeoGebra applets for solving geometric problems. The opportunities which the attractive GeoGebra software provides for training in Mathematics are used in the experimental survey. Quantitative and qualitative analyses of the results are presented.
The aim of TSG 29, Mathematics and Creativity, was to bring together mathematics educators, educational researchers, mathematics teachers, and curriculum developers for the international exchange of experiences and ideas related to mathematical creativity. Approximately 50 researchers from 20 countries participated. Eleven articles, seven short oral communications, and one poster were presented during the conference. Participants were given the opportunity to present their work and discuss important aspects of mathematical creativity. The TSG was organised in four sessions with article presentations and two sessions with short oral presentations. The main topics that the TSG addressed were:1. Definition and measurement of mathematical creativity 2. Tasks, methods, and environments that have the potential to promote mathematical creativity 3. Problem posing and mathematical creativity.Co-chairs: Demetra Pitta-Pantazi, Dace Kūma. Team members:
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