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Irakleous, Panayiota; Christou, Constantinos; Pitta-Pantazi, Demetra – ZDM: Mathematics Education, 2022
The present study had the purpose of investigating empirically the structure and relationships among mathematical imagination, mathematical knowledge and mathematical mindset. The three factors are constituent parts of the Innovation Engine model by Seelig (inGenius: A Crash course on creativity, HarperOne-2012) and can influence creative…
Descriptors: Mathematics Instruction, Knowledge Level, Imagination, Creative Thinking
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Kynigos, Chronis; Diamantidis, Dimitris – ZDM: Mathematics Education, 2022
We discuss classroom activity comprised of small groups of students collaboratively tinkering with programs of dynamically manipulable figural models, posing problems regarding their mathematical properties and behaviors. We analyzed data from students' discourse taken from two classroom interventions employing a framework of creative mathematical…
Descriptors: Creativity, Engineering, Mathematical Models, Programming
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Singer, Florence Mihaela; Voica, Cristian – ZDM: Mathematics Education, 2022
While patterning was commonly seen as evidence of mathematical thinking, interdisciplinary interest has recently increased due to pattern-recognition applications in artificial intelligence. Within two empirical studies, we analyze the analogical-transfer capability of primary school students when completing three types of bi-dimensional patterns,…
Descriptors: Mathematical Concepts, Pattern Recognition, Elementary School Students, Cognitive Processes
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Sriraman, Bharath – ZDM: Mathematics Education, 2022
In this paper, the construct of 'uncertainty' in professional mathematics is investigated in relation to mathematical creativity. Specific focus is on 'Big C' research mathematicians' conceptions of what uncertainty means and ways in which it influences their research. Based on the hypothesis that uncertainty is both a catalyst and a necessary…
Descriptors: Mathematics Instruction, Creativity, Beliefs, Mathematics
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Leikin, Roza; Elgrably, Haim – ZDM: Mathematics Education, 2022
One of the well-known approaches to creativity differentiates between creative person, process, product, and press. In the study presented in this paper we focus on creative process and product associated with Problem Posing through Investigation (PPI) by experts in mathematical problem solving. We link the creative process to creativity of PPI…
Descriptors: Creative Thinking, Problem Solving, Investigations, Task Analysis
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Levenson, Esther S.; Molad, Osnat – ZDM: Mathematics Education, 2022
In mathematics classrooms, educators encourage both creativity and collaboration. In the current study we investigated the dialogical moves that made up the interactions of three groups of post high-school students who worked on an open-ended mathematics task. The aim of this study was to characterize collective strategic pathways that can lead to…
Descriptors: Mathematics Instruction, Cooperative Learning, Creativity, Group Dynamics
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Schindler, Maike; Lilienthal, Achim J. – ZDM: Mathematics Education, 2022
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,…
Descriptors: Cooperative Learning, Creativity, Eye Movements, Mathematics Education
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Assmus, Daniela; Fritzlar, Torsten – ZDM: Mathematics Education, 2022
Relationships between mathematical giftedness and mathematical creativity have been widely studied, but few studies are available for primary school age. For an investigation in this age group, it seems appropriate to use a content area that not only has high relevance for mathematics and special potentials for creativity, but also requires only a…
Descriptors: Mathematics Skills, Creativity, Academically Gifted, Elementary School Students
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Haavold, Per Øystein; Sriraman, Bharath – ZDM: Mathematics Education, 2022
Even after many decades of productive research, problem solving instruction is still considered ineffective. In this study we address some limitations of extant problem solving models related to the phenomenon of insight during problem solving. Currently, there are two main views on the source of insight during problem solving. Proponents of the…
Descriptors: Creativity, Creative Thinking, Problem Solving, Novices
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Lee, Kyeong-Hwa; Moon, Sung-Jae; Noh, Jeong-Won – ZDM: Mathematics Education, 2022
Divergent thinking (DT), which involves finding new possibilities and seeing the familiar from a new perspective, has been stressed in mathematical creativity education. However, convergent thinking (CT), which involves searching for a correct single answer, has been relatively understudied in relation to developing mathematical creativity.…
Descriptors: Mathematics Skills, Thinking Skills, Creative Thinking, Convergent Thinking
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Schoevers, Eveline M.; Kroesbergen, Evelyn H.; Moerbeek, Mirjam; Leseman, Paul P. M. – ZDM: Mathematics Education, 2022
Aim: In the current study we aimed to investigate the relation between creativity and mathematical problem solving in the upper grades of elementary school. Methods: To examine how student's levels of general creativity were related to their performance on different types of geometrical problems, a geometry test with diverse problems was…
Descriptors: Creativity, Geometric Concepts, Problem Solving, Elementary School Students
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Lu, Xiaoli; Kaiser, Gabriele – ZDM: Mathematics Education, 2022
Creativity has been identified as a key characteristic that allows students to adapt smoothly to rapid societal and economic changes in the real world. However, Chinese students appear to perform less well in mathematical problem-solving and problem-posing abilities, which are strongly connected to mathematical creativity. Mathematical modelling…
Descriptors: Creativity, Mathematics Instruction, Problem Solving, Mathematical Models
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Pitta-Pantazi, D.; Christou, C.; Demosthenous, E.; Pittalis, M.; Chimoni, M. – ZDM: Mathematics Education, 2022
Mathematical creativity is considered beneficial for learning mathematics. However, research studies that provide empirical evidence of students' mathematical creativity in regular mathematics classrooms are relatively scarce. This study explores the idea of mini-creativity (mini-c), which is defined as the creative processes involved in the…
Descriptors: Mathematics Instruction, Creativity, Knowledge Level, Mathematical Concepts
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Chesnais, Aurélie – ZDM: Mathematics Education, 2021
The research project partly presented in this paper aims at investigating the potential of the design of learning environments based on research to enhance language for mathematics learning in order to foster conceptual and language development. In this paper I present a collaboratively designed learning environment on angles, with a focus on…
Descriptors: Elementary School Students, Elementary School Mathematics, Grade 6, Mathematics Instruction
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Zahner, William; Calleros, Ernesto Daniel; Pelaez, Kevin – ZDM: Mathematics Education, 2021
Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which…
Descriptors: Multilingualism, Secondary School Students, Mathematics Instruction, Discussion (Teaching Technique)
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