By Roza Leikin, Bharath Sriraman (eds.)
ISBN-10: 331938838X
ISBN-13: 9783319388380
ISBN-10: 3319388401
ISBN-13: 9783319388403
This quantity offers readers with a huge view at the number of concerns relating to the academic examine and practices within the box of Creativity in arithmetic and Mathematical Giftedness. The booklet explores (a) the connection among creativity and giftedness; (b) empirical paintings with excessive skill (or talented) scholars within the lecture room and its implications for instructing arithmetic; (c) interdisciplinary paintings which perspectives creativity as a posh phenomena that can not be understood from in the borders of disciplines, i.e., to offer learn and theorists from disciplines equivalent to neuroscience and complexity concept; and (d) findings from psychology that pertain the creatively proficient scholars. As an entire, this quantity brings jointly views from arithmetic educators, psychologists, neuroscientists, and lecturers to offer a suite of empirical, theoretical and philosophical works that deal with the complexity of mathematical creativity and giftedness, its origins, nature, nurture and methods ahead. in response to the spirit of the sequence, the anthology considerably builds on past ZDM volumes on interdisciplinarity (2009), creativity and giftedness (2013).
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Extra resources for Creativity and Giftedness: Interdisciplinary perspectives from mathematics and beyond
Sample text
Palsdottir University of Iceland, Reykjavík, Iceland B. edu © Springer International Publishing Switzerland 2017 R. Leikin, B. 1007/978-3-319-38840-3_4 47 48 G. Palsdottir and B. Sriraman phenomenon like the flow of water or social phenomenon such as the spread of information via Twitter, in order to create a “model” that both validates empirical data and is useful for predictive purposes. In one sense modeling can be considered to be tautological since modeling means to create a model, and a model is the result of modeling.
The precalculus concept assessment: A tool for assessing students’ reasoning abilities and understandings. Cognition and Instruction, 28(2), 113–145. , & Housman, D. (1997). Facilitating learning events through example generation. Educational Studies in Mathematics, 33(3), 283–299. , & Morselli, F. (2009). Every unsuccessful problem solver is unsuccessful in his or her own way: Affective and cognitive factors in proving. Educational Studies of Mathematics, 70, 71–90. , & Doorman, M. (1999). Content problems in realistic mathematics education: A calculus course as an example.
Doing so could help students to develop their creativity. Dr. ’ And, again, I think that is a creative process. 3 Formative Assessment of Creativity in Undergraduate Mathematics: Using… 31 However, students need to further their example generation to see possible connections to a pattern, which is somewhat of a difficulty for students (Dahlberg and Housman 1997). Merely asking students to create examples does not necessarily lead to a proof production. As Iannone et al. 11). Thus, in this subcategory we aim to push students to make connections between examples to generalize to a key idea, or pattern.
Creativity and Giftedness: Interdisciplinary perspectives from mathematics and beyond by Roza Leikin, Bharath Sriraman (eds.)
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