id: 06675797
dt: a
an:
au: Cropley, David H.; Westwell, Martin; Gabriel, Florence
ti: Psychological and neuroscientific perspectives on mathematical creativity
and giftedness.
so: Leikin, Roza (ed.) et al., Creativity and giftedness. Interdisciplinary
perspectives from mathematics and beyond. Cham: Springer (ISBN
978-3-319-38838-0/hbk; 978-3-319-38840-3/ebook). Advances in
Mathematics Education, 183-199 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: C80 C40
ut: creativity; giftedness; psychology; neuroscience
ci:
li: doi:10.1007/978-3-319-38840-3_12
ab: Summary: Creativity and giftedness have long been linked together in the
literature, particularly where giftedness is conceived, not in the
analytically focused sense of schoolhouse giftedness, but in the sense
of creative-productive giftedness that emphasizes the generation and
production of ideas. Creativity has a well-established foundation in
the psychological literature, and a growing body of work derived from
neuroscientific approaches. How do these contrasting psychological and
neuroscientific approaches inform our understanding of creativity as a
component of giftedness in general? How is giftedness manifest in
mathematics in the creative-productive sense? What do psychology and
neuroscience tell us about the process of fostering mathematical
giftedness specifically?{ }In this chapter, we examine first general
aspects of creativity and giftedness, noting that {\it D. J.
Treffinger}’s [“Introduction to creativity and giftedness: three
decades of inquiry and development", in: D. J. Treffinger (ed.),
Creativity and giftedness. Thousand Oaks, CA: Corwin Press and the
National Association for Gifted Children. xxiii‒xxx (2004) five
themes provide a framework for understanding the connection between
creativity and giftedness. Having established that creativity and
giftedness are connected through these five themes, we then turn
attention first to a psychological view of factors that are important
for understanding mathematical creativity and giftedness, followed by a
neuroscientific examination of the same.{ }The chapter concludes with
the notion that mathematical creativity and giftedness can be thought
of as a special case of the intersection of creativity and giftedness
more generally, and that creativity and giftedness ‒ mathematical or
otherwise ‒ can be characterized by a series of dualities. Elements
of the person, the cognitive processes employed, the outcome and the
environment associated with mathematical creativity and giftedness are
unique to this domain, and the blending of psychological and
neuroscientific approaches offers the best means for understanding and
fostering this ability.
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