Contradictory Concepts of Creativity in Mathematics Teacher Education

Haavold, Per Øystein; Birkeland, Alv

doi:10.1007/978-3-319-21924-0_11

Cited by 4 publications

(5 citation statements)

References 15 publications

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“…The conception that creativity in maths and science tends to centre on problem-solving has been suggested by some of the other teachers. These two departments seem to endorse this view as do other teachers of maths (Haavold & Birkeland, 2017). Haavold and Birkeland (2017) found that teachers have a traditional approach to the teaching of maths in that a strong skill and concept base is necessary before students can solve problems.…”

Section: Discussionmentioning

confidence: 86%

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Hellens¹

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In preparing students for living in the 21 st century there has been a re-focus on thinking skills, particularly critical and creative thinking. Current belief, highlighted in schools' curricula around the world is that creativity is seen as 'for all' and should be visible within a school community, yet views of employers suggest students lack this necessary capability. In response to such concerns 21 st century skills have been I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Section: Discussionmentioning

confidence: 86%

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Hellens¹

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“…Such models often build on Wallas' (1926) four-stage model of creativity, which includes the stages preparation, incubation, illumination, and verification. However, this model was developed for eminent, professional mathematicians, and even though it has been applied to describe relative creativity processes of school-age students as well (e.g., Sitorus & Masrayati, 2016), it is arguable whether it is apt for this purpose (Haavold & Birkeland, 2017) since in students' creative work on MSTs, for example, the working time is much shorter, which may well affect incubation and the nature of illumination.…”

Section: The Creative Process and Its Phasesmentioning

confidence: 99%

Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

Lilienthal

2022

ZDM Mathematics Education

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In the age of artificial intelligence where standard problems are increasingly processed by computers, creative problem solving, the ability to think outside the box is in high demand. Collaboration is also increasingly significant, which makes creative collaboration an important twenty-first-century skill. In the research described in this paper, we investigated students’ collaborative creative process in mathematics and explored the collaborative creative process in its phases. Since little is known about the collaborative creative process, we conducted an explorative case study, where two students jointly worked on a multiple solution task. For in-depth insight into the dyad’s collaborative creative process, we used a novel research design in mathematics education, DUET SRI: both students wore eye-tracking glasses during their collaborative work for dual eye-tracking (DUET) and they each participated in a subsequent stimulated recall interview (SRI) where eye-tracking videos from their joint work served as stimulus. Using an inductive data analysis method, we then identified the phases of the students’ collaborative creative process. We found that the collaborative creative process and its phases had similarities to those previously found for solo creative work, yet the process was more complex and volatile and involved different branches. Based on our findings, we present a tentative model of the dyad’s collaborative process in its phases, which can help researchers and educators trace and foster the collaborative creative process more effectively.

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“…For describing students' creative processes, some researchers, for instance, Sitorus and Masrayati (2016), use Wallas' four-stages (see above). Yet, the question arises whether this model, which was developed to capture professional mathematicians' creativity, is appropriate for school students as well (Haavold & Birkeland, 2017). Haavold and Birkeland (2017) summarize, "it would be natural to ask if the characteristics of the creative process are the same for different individuals.…”

Section: Creativity Among School Students: Little-c and Multiple Solumentioning

confidence: 99%

“…Yet, the question arises whether this model, which was developed to capture professional mathematicians' creativity, is appropriate for school students as well (Haavold & Birkeland, 2017). Haavold and Birkeland (2017) summarize, "it would be natural to ask if the characteristics of the creative process are the same for different individuals. It might be different for, say, a professional mathematician than a student of mathematics."…”

Section: Creativity Among School Students: Little-c and Multiple Solumentioning

confidence: 99%

“…Sriraman, 2004, who modeled mathematicians' creative processes), and linear stage models similar to Wallas' model have earned acceptance in the field of mathematics education (see Pitta-Pantazi, Kattou & Christou, 2018 for an overview). Yet, the questions arise whether models developed to capture professional mathematicians' creativity can likewise capture creative processes among school students (Haavold & Birkeland, 2017) and how students' creative process looks like after all. Whereas Wallas' model describes mathematicians' long-term creative processes (including phases of unconscious incubation), many creative processes in the mathematics classroom are short-term and less sophisticated.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

Lilienthal

2019

Int J of Sci and Math Educ

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Students' creative process in mathematics is increasingly gaining significance in mathematics education research. Researchers often use Multiple Solution Tasks (MSTs) to foster and evaluate students' mathematical creativity. Yet, research so far predominantly had a product-view and focused on solutions rather than the process leading to creative insights. The question remains unclear how students' process solving MSTs looks like-and if existing models to describe (creative) problem solving can capture this process adequately. This article presents an explorative, qualitative case study, which investigates the creative process of a school student, David. Using eyetracking technology and a stimulated recall interview, we trace David's creative process. Our findings indicate what phases his creative process in the MST involves, how new ideas emerge, and in particular where illumination is situated in this process. Our case study illustrates that neither existing models on the creative process, nor on problem solving capture David's creative process fully, indicating the need to partially rethink students' creative process in MSTs.

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Contradictory Concepts of Creativity in Mathematics Teacher Education

Cited by 4 publications

References 15 publications

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

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Contradictory Concepts of Creativity in Mathematics Teacher Education

Cited by 4 publications

References 15 publications

Teacher's perceptions&nbsp;of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Teacher's perceptions&nbsp;of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Students’ collaborative creative process and its phases in mathematics: an explorative study using dual eye tracking and stimulated recall interviews

Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

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Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions