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[null,null,"Titolo",null,"Mathematical creativity : a developmental perspective / / Scott A. Chamberlin, Peter Liljedahl, Milos Savic , editors"]
[null,null,"Pubbl/distr/stampa",null,"Cham, Switzerland : , : Springer, , [2022]"]
[{"$nulls":4},"©2022"]
[null,null,"ISBN",null,"3-031-14474-0"]
[null,null,"Descrizione fisica",null,"1 online resource (252 pages)"]
[null,null,"Collana",null,"Research in mathematics education"]
[null,null,"Disciplina",null,"510.71"]
[null,null,"Soggetti",null,"Mathematics - Study and teaching"]
[{"$nulls":4},"Ensenyament de la matemàtica"]
[{"$nulls":4},"Llibres electrònics"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Intro -- Foreword -- Contents -- About the Author -- Part I: History and Background of Mathematical Creativity -- Chapter 1: Creativity and Mathematics: A Beginning Look -- 1.1 What Is Creativity? -- 1.1.1 What Creativity Is Not -- 1.1.1.1 Creativity Does Not Occur in the Right Brain -- 1.1.1.2 Creativity Is Not the Same as Intelligence or Expertise -- 1.1.1.3 Creativity Is Not Just for a Lucky Few -- 1.1.1.4 Creativity Is Not Just a Phenomenon in the Arts -- 1.1.2 Mathematical Creativity -- 1.2 How Does Creativity Develop? -- 1.2.1 Creativity Across Time -- 1.2.2 Talent Development in Mathematics -- 1.3 About This Section -- References -- Chapter 2: Creativity in Mathematics: An Overview of More Than 100 Years of Research -- 2.1 Research on Creativity Originating in (Mathematical) Problem-Solving -- 2.2 Quantitative Approaches to Measuring (Mathematical) Creativity (from Psychology) -- 2.3 Sorting the Field -- References -- Chapter 3: Mathematical Creativity and Society -- 3.1 A History of Mathematical Creativity -- 3.2 Overview of Creativity Research -- 3.3 An In-Depth Look at Mathematical Creativity -- 3.4 Value of Mathematical Creativity -- 3.5 Organizational Framework of the Book -- 3.5.1 Mathematical Creativity Is Dynamic -- 3.5.2 Mathematical Creativity Is Influenced by Affect, Intelligence, and Other Constructs -- 3.5.3 Final Factors That Influence Mathematical Creativity -- 3.6 Conclusion -- References -- Chapter 4: Organizational Framework for Book and Conceptions of Mathematical Creativity -- 4.1 Organizational Framework of Book -- "]
[{"$nulls":4},"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."]
[{"$nulls":4},"4.4 Additional Factors in the Relationship Between Mathematical Creativity and Development -- 4.4.1 Empirical Evidence of Affect/Conation Relationship to Mathematical Creativity -- 4.4.2 Five Legs Theory -- 4.5 Conclusion -- References -- Chapter 5: Commentary on Section -- 5.1 Mathematical Creativity Research in the Elementary Grades -- 5.2 Empirical Findings on Creative in Mathematics Among Secondary School Students -- 5.3 Mathematical Creativity at the Tertiary Level: A Systematic Review of the Literature -- 5.4 Themes -- 5.5 Mathematical Creativity: A Complex Topic -- 5.6 Mathematical Creativity: Where It Lives and How It Is Understood -- 5.7 Mathematical Creativity in the Classroom -- 5.8 Concluding Thoughts -- References -- Part II: Synthesis of Literature on Mathematical Creativity -- Chapter 6: Mathematical Creativity Research in the Elementary Grades -- 6.1 Mathematical Creativity Research in the Elementary Grades -- 6.2 Mathematical Creativity Research: Academic-Oriented and Practice-Oriented -- 6.3 Academic-Oriented Research on Mathematical Creativity: Impacting Future Research -- 6.3.1 Psychology and Cognitive Science Research -- 6.3.2 Mathematics Education and Psychology Research -- 6.4 Practice-Oriented Research on Mathematical Creativity: Impacting Future Practice -- 6.4.1 Instructional Tasks -- 6.4.1.1 Open-Ended and Multiple Solution Tasks -- 6.4.1.2 Technological Integrations to Support MC -- 6.4.2 Environmental Aspects That Relate to MC -- 6.4.2.1 The Didactic Contract of Mathematics Teaching -- 6.4.2.2 Classroom Affective Development -- 6.5 Next Steps: Answering Some of the Field's Most Immediate Questions -- 6.5.1 Promising Directions for Academic-Oriented Research on MC for Elementary Students -- 6.5.2 Promising Directions for Practice-Oriented Research on MC for Elementary Students -- References."]
[{"$nulls":4},"Chapter 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 "]
[{"$nulls":4},"Language -- 10.4.3 Materials -- 10.5 A Materialist Posthuman Lens on Children's Creative Mathematical Thinking -- 10.5.1 Agentivity -- 10.5.2 Language -- 10.5.3 Materials -- 10.6 Further Thoughts: Dialogue Between Analytic Lenses."]
[{"$nulls":4},"References -- 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."]
[{"$nulls":4},"13.5.2 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."]