id: 06655910
dt: j
an: 2016f.00718
au: Savic, Milos
ti: Mathematical problem-solving via Wallas’ four stages of creativity:
implications for the undergraduate classroom.
so: Math. Enthus. 13, No. 3, 255-278 (2016).
py: 2016
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D55 C45 D35
ut: university teaching; problem solving; creativity; proving; fostering
creativity; Wallas’ four-stage creative process; preparation;
incubation; illumination; verification; mathematical creativity
teaching observations
ci: Zbl 0061.00616; ME 2015c.00402; ME 2005c.00902
li: http://scholarworks.umt.edu/tme/vol13/iss3/6
ab: Summary: The central theme in this article is that certain problem-solving
frameworks (e.g., [{\it G. Pólya}, How to solve it. A new aspect of
mathematical method. Princeton, NJ: Princeton University Press (1945;
Zbl 0061.00616; ME 2015c.00402); {\it M. P. Carlson} and {\it I.
Bloom}, Educ. Stud. Math. 58, No. 1, 45‒75 (2005; ME 2005c.00902)])
can be viewed within Wallas’ four stages of mathematical creativity.
The author attempts to justify the previous claim by breaking down each
of Wallas’ four components (preparation, incubation, illumination,
verification) using both mathematical creativity and
problem-solving/proving literature. Since creativity seems to be
important in mathematics at the undergraduate level, the author then
outlines three observations about the lack of fostering mathematical
creativity in the classroom. Finally, conclusions and future research
are discussed, with emphasis on using technological advances such as
Livescribe pens and neuroscience equipment to further reveal the
mathematical creative process.
rv: