LEADER 10793nam 2200553 450 001 996499867003316 005 20230512095738.0 010 $a3-031-14474-0 035 $a(MiAaPQ)EBC7150599 035 $a(Au-PeEL)EBL7150599 035 $a(CKB)25510410300041 035 $a(OCoLC)1352972659 035 $a(PPN)266351271 035 $a(EXLCZ)9925510410300041 100 $a20230416d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aMathematical creativity $ea developmental perspective /$fScott A. Chamberlin, Peter Liljedahl, Milos Savic , editors 210 1$aCham, Switzerland :$cSpringer,$d[2022] 210 4$d©2022 215 $a1 online resource (252 pages) 225 1 $aResearch in mathematics education 311 08$aPrint version: Chamberlin, Scott A. Mathematical Creativity Cham : Springer International Publishing AG,c2023 9783031144738 320 $aIncludes bibliographical references and index. 327 $aIntro -- Foreword -- Contents -- About the Author -- Part I: History and Background of Mathematical Creativity -- Chapter 1: Creativity and Mathematics: A Beginning Look -- 1.1 What Is Creativity? -- 1.1.1 What Creativity Is Not -- 1.1.1.1 Creativity Does Not Occur in the Right Brain -- 1.1.1.2 Creativity Is Not the Same as Intelligence or Expertise -- 1.1.1.3 Creativity Is Not Just for a Lucky Few -- 1.1.1.4 Creativity Is Not Just a Phenomenon in the Arts -- 1.1.2 Mathematical Creativity -- 1.2 How Does Creativity Develop? -- 1.2.1 Creativity Across Time -- 1.2.2 Talent Development in Mathematics -- 1.3 About This Section -- References -- Chapter 2: Creativity in Mathematics: An Overview of More Than 100 Years of Research -- 2.1 Research on Creativity Originating in (Mathematical) Problem-Solving -- 2.2 Quantitative Approaches to Measuring (Mathematical) Creativity (from Psychology) -- 2.3 Sorting the Field -- References -- Chapter 3: Mathematical Creativity and Society -- 3.1 A History of Mathematical Creativity -- 3.2 Overview of Creativity Research -- 3.3 An In-Depth Look at Mathematical Creativity -- 3.4 Value of Mathematical Creativity -- 3.5 Organizational Framework of the Book -- 3.5.1 Mathematical Creativity Is Dynamic -- 3.5.2 Mathematical Creativity Is Influenced by Affect, Intelligence, and Other Constructs -- 3.5.3 Final Factors That Influence Mathematical Creativity -- 3.6 Conclusion -- References -- Chapter 4: Organizational Framework for Book and Conceptions of Mathematical Creativity -- 4.1 Organizational Framework of Book -- 4.2 Development and Mathematical Creativity in Relation to Creativity Models -- 4.2.1 The Four C's -- 4.2.2 Person, Process, and Product: Portions of the Four P Model -- 4.3 Barriers to Eliciting Creative Process and Product. 327 $a4.4 Additional Factors in the Relationship Between Mathematical Creativity and Development -- 4.4.1 Empirical Evidence of Affect/Conation Relationship to Mathematical Creativity -- 4.4.2 Five Legs Theory -- 4.5 Conclusion -- References -- Chapter 5: Commentary on Section -- 5.1 Mathematical Creativity Research in the Elementary Grades -- 5.2 Empirical Findings on Creative in Mathematics Among Secondary School Students -- 5.3 Mathematical Creativity at the Tertiary Level: A Systematic Review of the Literature -- 5.4 Themes -- 5.5 Mathematical Creativity: A Complex Topic -- 5.6 Mathematical Creativity: Where It Lives and How It Is Understood -- 5.7 Mathematical Creativity in the Classroom -- 5.8 Concluding Thoughts -- References -- Part II: Synthesis of Literature on Mathematical Creativity -- Chapter 6: Mathematical Creativity Research in the Elementary Grades -- 6.1 Mathematical Creativity Research in the Elementary Grades -- 6.2 Mathematical Creativity Research: Academic-Oriented and Practice-Oriented -- 6.3 Academic-Oriented Research on Mathematical Creativity: Impacting Future Research -- 6.3.1 Psychology and Cognitive Science Research -- 6.3.2 Mathematics Education and Psychology Research -- 6.4 Practice-Oriented Research on Mathematical Creativity: Impacting Future Practice -- 6.4.1 Instructional Tasks -- 6.4.1.1 Open-Ended and Multiple Solution Tasks -- 6.4.1.2 Technological Integrations to Support MC -- 6.4.2 Environmental Aspects That Relate to MC -- 6.4.2.1 The Didactic Contract of Mathematics Teaching -- 6.4.2.2 Classroom Affective Development -- 6.5 Next Steps: Answering Some of the Field's Most Immediate Questions -- 6.5.1 Promising Directions for Academic-Oriented Research on MC for Elementary Students -- 6.5.2 Promising Directions for Practice-Oriented Research on MC for Elementary Students -- References. 327 $aChapter 7: Literature Review on Empirical Findings on Creativity in Mathematics Among Secondary School Students -- 7.1 Theoretical Background -- 7.2 Methods -- 7.3 Data Analysis -- 7.4 Results -- 7.4.1 Perspective I: Understanding Creativity and Validation of Creativity Models -- 7.4.2 Perspective II: Relation and Correlation to Other Constructs -- 7.4.3 Perspective III: Reflecting on Instructions and Interventions -- 7.4.4 Perspective IV: Articles That Do Not Fit Perspectives I-III -- 7.4.5 Perspective V: Problems and Tasks for Assessment -- 7.5 Discussion and Outlook -- References -- Chapter 8: Mathematical Creativity at the Tertiary Level: A Systematic Review of the Literature -- 8.1 Introduction -- 8.2 Method -- 8.3 Results -- 8.4 Discussion and Future Research Directions -- 8.5 Conclusion -- Appendix A: Table of all 29 Articles/Book Chapters Listed by Alphabetical Last Name -- References -- Chapter 9: Mathematical Creativity from an Educational Perspective: Reflecting on Recent Empirical Studies -- 9.1 To Comment Is to Reflect -- 9.2 Creative Processes: What Are They? -- 9.3 Creative Processes: How Can We Foster Them? -- 9.4 Some Pre-reading Suggestions -- References -- Part III: New Empirical Research on Mathematical Creativity -- Chapter 10: Now You See It, Now You Don't: Why The Choice of Theoretical Lens Matters When Exploring Children's Creative Mathematical Thinking -- 10.1 Introduction -- 10.2 On Seeing and Not Seeing Mathematical Creativity -- 10.3 Children's Mathematical Thinking in a Fractions Lesson -- 10.4 A Human-/Language-Centric Lens on Children's Creative Thinking -- 10.4.1 Agentivity -- 10.4.2 Language -- 10.4.3 Materials -- 10.5 A Materialist Posthuman Lens on Children's Creative Mathematical Thinking -- 10.5.1 Agentivity -- 10.5.2 Language -- 10.5.3 Materials -- 10.6 Further Thoughts: Dialogue Between Analytic Lenses. 327 $aReferences -- Chapter 11: The Creative Mathematical Thinking Process -- 11.1 Introduction -- 11.1.1 Divergent and Convergent Thinking -- 11.1.2 The Creative Mathematical Thinking Process -- 11.1.3 The Current Study -- 11.2 Method -- 11.2.1 Participants -- 11.2.2 Mathematical Tasks -- 11.2.3 Procedure -- 11.2.4 Data Analysis -- 11.3 Findings -- 11.3.1 Number of Creative Ideas -- 11.3.2 The Use of Divergent Thinking -- 11.3.3 The Use of Convergent Thinking and Combinations of Divergent and Convergent Thinking -- 11.3.4 Differences Between Children and Tasks -- 11.4 Discussion -- 11.4.1 The Use of Divergent and Convergent Thinking -- 11.4.2 The Role of Mathematical Achievement and Task Type -- 11.4.3 Future Studies and Limitations -- 11.5 Conclusion and Implications -- Appendix -- References -- Chapter 12: Group Creativity -- 12.1 Introduction -- 12.2 Building Thinking Classrooms -- 12.3 Burstiness -- 12.4 Method -- 12.4.1 Course and Participants -- 12.4.2 The Lesson -- 12.4.3 The Data -- 12.4.4 The Episode -- 12.5 Analysis I: Burstiness -- 12.5.1 Burst 1: Lines 9-17 -- 12.5.2 Burst 2: Lines 18-20 -- 12.5.3 Burst 3: Lines 23-27 -- 12.5.4 Burst 4: Lines 31-32 -- 12.5.5 Burst 5: Lines 33-37 -- 12.6 Analysis II: Environment -- 12.6.1 Some Structure -- 12.6.2 Diversity -- 12.6.3 Psychological Safety -- 12.6.4 Welcome Criticism -- 12.6.5 Freedom to Shift Attention -- 12.6.6 Focus -- 12.6.7 Opportunity for Nonverbal Communication -- 12.7 Conclusions -- References -- Chapter 13: "Creativity Is Contagious" and "Collective": Progressions of Undergraduate Students' Perspectives on Mathematical Creativity -- 13.1 Introduction -- 13.2 Background Literature -- 13.3 Theoretical Perspective and Methodology -- 13.4 Method -- 13.4.1 Setting -- 13.4.2 Participants -- 13.4.3 Data Collection and Analysis -- 13.5 Results -- 13.5.1 Progression of Alice's Perspective. 327 $a13.5.2 Progression of Stephanie's Perspective -- 13.5.3 Progression of Peyton's Perspective -- 13.5.4 Progression of Olivia's Perspective -- 13.6 Uniqueness and Similarities in Progressions Across Participants -- 13.7 Conclusion -- Appendix 1 -- References -- Chapter 14: The Role of Creativity in Teaching Mathematics Online -- 14.1 Introduction -- 14.2 Related Literature -- 14.3 Methods -- 14.4 Data Collection and Analysis -- 14.4.1 Interviews -- 14.4.2 Surveys -- 14.5 Findings -- 14.6 How Traits of Creativity Were Called Upon in the Transition -- 14.7 Constraints Leading to Creativity -- 14.8 Affordances of the Online Environment: More Higher-Level Thinking Allowed -- 14.9 Redefining What It Means to Learn Mathematics -- 14.10 The Need to Be Creative in Assessments -- 14.11 Supporting the Creative Process -- 14.12 More Time to "Stew" -- 14.13 Features of the Course that Played a Role in the Transition -- 14.14 Discussion -- 14.15 Conclusion -- Appendix A -- Interview Protocol -- Appendix B -- Pre-semester Survey -- Appendix C -- Post-semester Survey -- References -- Part IV: Research Application, Implications, and Future Directions -- Chapter 15: Concluding Thoughts on Research: Application, Implications, and Future Directions -- 15.1 Introduction -- 15.2 General Overview of the Book -- 15.3 Needed Research -- 15.4 Application of Research -- 15.4.1 Application of Research to Scholars -- 15.4.2 Application of Research to Practitioners -- References -- Index. 410 0$aResearch in mathematics education (Springer (Firm)) 606 $aMathematics$xStudy and teaching 606 $aEnsenyament de la matemàtica$2thub 608 $aLlibres electrònics$2thub 615 0$aMathematics$xStudy and teaching. 615 7$aEnsenyament de la matemàtica 676 $a510.71 702 $aChamberlin$b Scott A. 702 $aLiljedahl$b Peter$f1967- 702 $aSavic$b Milos$f1982- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a996499867003316 996 $aMathematical creativity$93089158 997 $aUNISA LEADER 05134oam 2200733Ia 450 001 9910779831303321 005 20190503073317.0 010 $a0-262-29320-X 010 $a1-282-09987-6 010 $a9786612099878 010 $a0-262-27420-5 010 $a0-585-43671-1 035 $a(CKB)111056485412496 035 $a(EBL)3338829 035 $a(OCoLC)51938193 035 $a(SSID)ssj0000192303 035 $a(PQKBManifestationID)11166399 035 $a(PQKBTitleCode)TC0000192303 035 $a(PQKBWorkID)10204567 035 $a(PQKB)11590708 035 $a(MiAaPQ)EBC3338829 035 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$tNeed for a lifespan developmental approach within memory research is more urgent than ever /$rNobuo Ohta --$tDevelopmental changes in working memory: a multicomponent view /$rGraham J. Hitch --$tChildhood development of working memory: an examination of two basic parameters /$rNelson Cowan --$tWorking memory and attentional processes across the lifespan /$rAnik De Ribaupierre --$tChildren's long-term memory of childhood events /$rRobyn Fivush --$tChildren's eyewitness memory: changing reports and changing representations /$rDavid F. Bjorklund, Rhonda D. Brown, and Barbara R. Bjorklund --$tRole of knowledge in children's memory /$rHidetsugu Tajika --$tAge-related effects on memory in the context of age-related effects on cognition /$rTimothy A. Salthouse --$tAutobiographical memory across the lifespan /$rDavid C. Rubin --$tMemory development in adulthood and old age: the Betula prospective-cohort study /$rLars-Go?ran Nilsson ... [et al.] --$tNature and course of the memory impairment in Alzheimer's disease /$rLars Ba?ckman, Brent J. Small, and Laura Fratiglioni --$tProspective memory across the lifespan /$rElisabeth A. Maylor ... [et al.] --$tProspective and retrospective memory in adulthood /$rPeter Graf, Bob Uttl, and Roger Dixon. 330 $aAn original approach to memory development that views memory as a continuous process of growth and loss over the human lifespan rather than as a series of separate periods. Until recently, the vast majority of memory research used only university students and other young adults as subjects. Although such research successfully introduced new methodologies and theoretical concepts, it created a bias in our understanding of the lifespan development of memory. This book signals a departure from young-adult-centered research. It views the lifespan development of memory as a continuous process of growth and loss, where each phase of development raises unique questions favoring distinct research methods and theoretical approaches. Drawing on a broad range of investigative strategies, the book lays the foundation for a comprehensive understanding of the lifespan development of human memory. Topics include the childhood and adulthood development of working memory, episodic and autobiographical memory, and prospective memory, as well as the breakdown of memory functions in Alzheimer's disease. Of particular interest is the rich diversity of approaches, methods, and theories. The book takes an interdisciplinary perspective, drawing on work from psychology, psychiatry, gerontology, and biochemistry. 606 $aMemory 606 $aMemory in children 606 $aMemory in old age 606 $aAlzheimer's disease 606 $aDevelopmental neurobiology 610 $aCOGNITIVE SCIENCES/General 610 $aCOGNITIVE SCIENCES/Psychology/Cognitive Psychology 615 0$aMemory. 615 0$aMemory in children. 615 0$aMemory in old age. 615 0$aAlzheimer's disease. 615 0$aDevelopmental neurobiology. 676 $a612.8/2 686 $a77.35$2bcl 701 $aGraf$b Peter$cPhD.$0746610 701 $aOhta$b Nobuo$01516743 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910779831303321 996 $aLifespan development of human memory$93753397 997 $aUNINA LEADER 03004nam 2200625Ia 450 001 9910783223003321 005 20230617014905.0 010 $a1-281-87695-X 010 $a9786611876951 010 $a981-256-537-X 035 $a(CKB)1000000000033264 035 $a(EBL)238343 035 $a(OCoLC)475947877 035 $a(SSID)ssj0000147271 035 $a(PQKBManifestationID)11910435 035 $a(PQKBTitleCode)TC0000147271 035 $a(PQKBWorkID)10006108 035 $a(PQKB)10973126 035 $a(MiAaPQ)EBC238343 035 $a(WSP)00005449 035 $a(Au-PeEL)EBL238343 035 $a(CaPaEBR)ebr10088373 035 $a(CaONFJC)MIL187695 035 $a(EXLCZ)991000000000033264 100 $a20040421d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEnergy and geometry$b[electronic resource] $ean introduction to deformed special relativity /$fFabio Cardone, Roberto Mignani 210 $aRiver Edge, N.J. $cWorld Scientific$d2004 215 $a1 online resource (161 p.) 225 1 $aWorld Scientific series in contemporary chemical physics ;$vv. 22 300 $aDescription based upon print version of record. 311 $a981-238-728-5 320 $aIncludes bibliographical references and index. 327 $aDedication; Preface; Contents; I Generalizing Special Relativity; 1 An Axiomatic View to Special Relativity; 2 Deformed Minkowski Space-Time; 3 Description of Interactions by Energy-Dependent Metrics; II Relativity in a Deformed Space-Time; 4 Generalized Principle of Relativity and Lorentz Transformations; 5 Relativistic Kinematics in a Deformed Minkowski Space; 6 Wave Propagation in a Deformed Space-Time; III Metric Description of Fundamental Interactions; 7 Nonlocal Effects in Electromagnetic Interaction; 8 Energy-Dependent Metric for Gravitation; 9 Weak Interaction; 10 Strong Interaction 327 $a11 Metrics of InteractionsIV Breakdown of Local Lorentz Invariance; 12 Experimental Tests of Local Lorentz Invariance; 13 A New Electromagnetic Test of LLI; 14 The Gravitational Mass of Electron from Geometry; 15 Toward the Fifth Dimension; References; Index 330 $aSpecial Relativity (SR) is essentially grounded on the properties of space-time, i.e. isotropy of space and homogeneity of space and time (as a consequence of the equivalence of inertial frames) and on the Galilei principle of relativity. 410 0$aWorld Scientific series in contemporary chemical physics ;$vv. 22. 606 $aSpecial relativity (Physics) 606 $aGeneralized spaces 615 0$aSpecial relativity (Physics) 615 0$aGeneralized spaces. 676 $a530.11 700 $aCardone$b Fabio$0594437 701 $aMignani$b Roberto$0594438 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783223003321 996 $aEnergy and geometry$9995813 997 $aUNINA