id: 06675793
dt: a
an:
au: Tan, Ai-Girl; Sriraman, Bharath
ti: Convergence in creativity development for mathematical capacity.
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, 117-133 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: C40 C90
ut: convergence; collaboration; creativity
ci:
li: doi:10.1007/978-3-319-38840-3_8
ab: Summary: In this chapter, we highlight the role of convergence in
developing creativity and mathematical capacity. We renew our
understanding of creativity from the relations of three creativity
mechanisms: Convergence in divergence for emergence, and three
principles of experience: Continuity, interaction and complementarity.
Convergence in the context of creativity development is an incidence of
learning for capacity building and knowledge construction. Examples of
convergent processes in learning are: setting a plan, having a
structure, and possessing coordinated capacity to complete a task. To
elaborate, we refer to theories of development and creativity on how
people develop their capacity in convergence (e.g., collaboration),
through mathematical learning (e.g., with coherence, congruence), and
for creativity (e.g., imagination). We make reference to convergent
creativity of an eminent mathematician Srinivasa Ramanujan
(1887‒1920) for a reflection on developing creativity and building
capacity for good life.
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