id: 06163107
dt: j
an: 2013c.00236
au: Sriraman, Bharath; Haavold, Per; Lee, Kyeonghwa
ti: Mathematical creativity and giftedness: a commentary on and review of
theory, new operational views, and ways forward.
so: ZDM, Int. J. Math. Educ. 45, No. 2, 215-225 (2013).
py: 2013
pu: Springer, Berlin/Heidelberg
la: EN
cc: D20 C40 C70 D40
ut: creativity; mathematical creativity; gestaltism; problem sequencing and
metrics; psychology; qualitative psychometrics
ci: ME 2013c.00187; ME 2013c.00188; ME 2013c.00217
li: doi:10.1007/s11858-013-0494-6
ab: Summary: In this commentary we synthesize and critique three papers in this
special issue of ZDM [{\it R. Leikin} and {\it M. Lev}, ibid. 45, No.
2, 183‒197 (2013; ME 2013c.00187); {\it M. Kattou} et al., ibid. 45,
No. 2, 167‒181 (2013; ME 2013c.00188); {\it D. Pitta-Pantazi} et al.,
ibid. 45, No. 2, 199‒213 (2013; ME 2013c.00217)]. In particular we
address the theory that bridges the constructs of “mathematical
creativity” and “mathematical giftedness” by reviewing the
related literature. Finally, we discuss the need for a reliable metric
to assess problem difficulty and problem sequencing in instruments that
purport to measure mathematical creativity, as well as the need to
situate mathematics education research within an existing canon of work
in mainstream psychology.
rv: