This volume provides readers with a broad view on the variety of issues related to the educational research and practices in the field of Creativity in Mathematics and Mathematical Giftedness. The book explores (a) the relationship between creativity and giftedness; (b) empirical work with high ability (or gifted) students in the classroom and its implications for teaching mathematics; (c) interdisciplinary work which views creativity as a complex phenomena that cannot be understood from within the borders of disciplines, i.e., to present research and theorists from disciplines such as neuroscience and complexity theory; and (d) findings from psychology that pertain the creatively gifted students. As a whole, this volume brings together perspectives from mathematics educators, psychologists, neuroscientists, and teachers to present a collection of empirical, theoretical and philosophical works that address the complexity of mathematical creativity and giftedness, its origins, nature, nurture and ways forward. In keeping with the spirit of the series, the anthology substantially builds on previous ZDM volumes on interdisciplinarity (2009), creativity and giftedness (2013).
This volume explores how and when teachers' knowledge develops through teaching. The book presents international views on teachers' learning from their practice; the chapters are written by mathematicians or mathematics educators from Brazil, Canada, Israel, Mexico, UK, and USA. They address diverse content – numerical literacy, geometry, algebra, and real analysis – and a variety of levels – elementary school, secondary school, undergraduate mathematics, and teacher education courses. The authors employ different methodological tools and different theoretical perspectives as they consider teaching in different learning environments: lecturing, small group work on problems and tasks, mathematical explorations with the support of technological software, or e-learning. Despite these differences, the authors exemplify and analyze teachers’ learning that occurred and address the question: "What kinds of knowledge are developed as a result of teaching mathematics and what are the factors that support or impede such development?" Further, the chapters explore interactions and interrelationships between the enhancement of mathematical and pedagogical knowledge. The important and original contribution of this book is that it ties together the notions of teachers’ knowledge and complexity of teacher’s work, while presenting them from a relatively unexplored perspective – learning through teaching mathematics.
Roza Leikin, Rina Zazkis (Eds.) Springer
Creativity In Mathematics And The Education Of Gifted Students
This book breaks through in the field of mathematical creativity and giftedness. It suggests directions for closing the gap between research in the field of mathematics education and research in the field of creativity and giftedness. It also outlines a research agenda for further research and development in the field. The book consists of a balanced set of chapters by mathematicians, mathematics educators, educational psychologists and educational researchers. The authors of different chapters accept dynamic conception of creativity and giftedness. The book provides analysis of cognitive, affective and social factors associated with the development of creativity in all students and with the realisation of mathematical talent in gifted students. It contains theoretical essays, research reports, historical overviews, recommendations for curricular design, and insights about promotion of mathematical creativity and giftedness at different levels. The readers will find many examples of challenging mathematical problems intended at developing or examining mathematical creativity and giftedness as well as ideas for direct implementation in school and tertiary mathematics courses. They will also find theoretical models that can be used in researching students' creativity and giftedness.
Roza Leikin, Abraham Berman, Boris Koichu (Eds.)