id: 06675788
dt: a
an:
au: Savic, Milos; Karakok, Gulden; Tang, Gail; El Turkey, Houssein; Naccarato,
Emilie
ti: Formative assessment of creativity in undergraduate mathematics: using a
creativity-in-progress rubric (CPR) on proving.
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, 23-46 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: D65 E55 C45
ut: formative assessment; mathematical creativity; proof; undergraduate
mathematics education
ci:
li: doi:10.1007/978-3-319-38840-3_3
ab: Summary: Creativity is one of the most important aspects of
mathematicians’ work, whether it is an enlightenment that is somewhat
unexpected or a product that is aesthetically pleasing. There are
studies in the primary and secondary levels on mathematical creativity
of students, and recent efforts have included mathematical creativity
in K‒12 education standards. However, there is little research in
undergraduate mathematics education on creativity. The project
described in this chapter introduces an assessment framework for
mathematical creativity in undergraduate mathematics teaching and
learning. One outcome of this project is a formative assessment tool,
the Creativity-in-Progress Rubric (CPR) on proving, that can be
implemented in an introductory proof course. Using multiple
methodological tools on a case study, we demonstrate how implementing
the CPR on proving can help researchers and educators to observe and
assess a student’s development of mathematical creativity in proving.
We claim if mathematicians who regularly engage in proving value
creativity, then there should be some explicit discussion of
mathematical creativity in proving early in a young mathematician’s
career. In this chapter, we also outline suggestions on how to
introduce mathematical creativity in the undergraduate classroom.
rv: