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A Study of Problem Posing as a Means to Help Mathematics Teachers Foster Creativity.
- Source :
-
Journal of Humanistic Mathematics . Jul2020, Vol. 10 Issue 2, p129-156. 28p. - Publication Year :
- 2020
-
Abstract
- Teaching to develop creativity often requires a shift in instructional tasks. In this paper, we first summarize the body of research related to instructors facilitat- ing and recognizing mathematical creativity. We then provide details as to how one graduate course, designed to help mathematics educators develop a sense of school mathematics from an advanced standpoint, provided opportunities for students to: recognize the difference between problems and exercises, pose prob- lems, reect on the quality of the tasks they created and review tasks created by others. This series of activities were designed to help the graduate students rec- ognize and appreciate mathematical creativity. We then review the instructional activities in light of the five overarching principles to maximize creativity in K-12 mathematics classrooms suggested by Sriraman [36] and discuss how these might relate to the post-secondary and graduate education of mathematics educators. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 21598118
- Volume :
- 10
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Journal of Humanistic Mathematics
- Publication Type :
- Academic Journal
- Accession number :
- 145311601
- Full Text :
- https://doi.org/10.5642/jhummath.202002.08