Reference: Mann, E. L. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236-260.
Abstract: Testing, grades, and pacing overshadow the essential role of creativity involved in doing mathematics. Talent development requires creative applications in the exploration of mathematics problems. Traditional teaching methods involving demonstration and practice using closed problems with predetermined answers insufficiently prepare students in mathematics. Students leave school with adequate computational skills but lack the ability to apply these skills in meaningful ways. Teaching mathematics without providing for creativity denies all students, especially gifted and talented students, the opportunity to appreciate the beauty of mathematics and fails to provide the gifted student an opportunity to fully develop his or her talents. In this article, a review of literature defines mathematical creativity, develops an understanding of the creative student of mathematics, and discusses the issues and implications for the teaching of mathematics.
Notes:
- "Mathematical talent requires creative applications of mathematics in the exploration of problems, not replication of the work of others"
- "School board members and administrators need to encourage and support innovative methods of teaching mathematics"
- "The challenge is to provide an environment of practice and problem solving that stimulates creativity, while avoiding the imposition of problem-solving heuristic strategies (Pehkonen, 1997) that will enable the development of mathematically talented students who can think creatively and introspectively (Ginsburg, 1996)."
Abstract: Testing, grades, and pacing overshadow the essential role of creativity involved in doing mathematics. Talent development requires creative applications in the exploration of mathematics problems. Traditional teaching methods involving demonstration and practice using closed problems with predetermined answers insufficiently prepare students in mathematics. Students leave school with adequate computational skills but lack the ability to apply these skills in meaningful ways. Teaching mathematics without providing for creativity denies all students, especially gifted and talented students, the opportunity to appreciate the beauty of mathematics and fails to provide the gifted student an opportunity to fully develop his or her talents. In this article, a review of literature defines mathematical creativity, develops an understanding of the creative student of mathematics, and discusses the issues and implications for the teaching of mathematics.
Notes:
- "Mathematical talent requires creative applications of mathematics in the exploration of problems, not replication of the work of others"
- "School board members and administrators need to encourage and support innovative methods of teaching mathematics"
- "The challenge is to provide an environment of practice and problem solving that stimulates creativity, while avoiding the imposition of problem-solving heuristic strategies (Pehkonen, 1997) that will enable the development of mathematically talented students who can think creatively and introspectively (Ginsburg, 1996)."
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