Predictive validity of teacher ratings of creativity over 2 years

Houtz, John C.; Lewis, Carol D.; Shaning, Dennis J.; Denmark, Robert

doi:10.1016/0361-476x(83)90008-5

Cited by 5 publications

(1 citation statement)

References 14 publications

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“…For example, individuals creative in language arts may not be creative in mathematics, and vice versa. Third, and likely a result of the poor correlation between creativity in other domains and mathematics, teachers can not accurately predict creativity in mathematics unless they have the opportunity to observe students working on problems that elicit mathematical creativity (Houtz, Lewis, Shaning, & Denmark, 1983).…”

Section: Creativity and Mathematicsmentioning

confidence: 99%

Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians

Chamberlin

Moon

2005

Journal of Secondary Gifted Education

171

101

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This article addresses the use of Model-Eliciting Activities (MEAs) as a (curricular) tool to develop mathematical creativity and identify students who are creatively gifted in mathematics. The thesis of this article is that by using MEAs, gifted educators can: (a) provide students with opportunities to develop creative and applied mathematical thinking; and (b) analyze students’ mathematical thinking when engaged in creative mathematical tasks, aiding in the identification of those students who are especially talented in domain-specific, mathematical creativity. The authors’ conclude that MEAs have potential for both developing and identifying creatively gifted mathematicians in the middle grades.

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Section: Creativity and Mathematicsmentioning

confidence: 99%