
06655910
j
2016f.00718
Savic, Milos
Mathematical problemsolving via Wallas' four stages of creativity: implications for the undergraduate classroom.
Math. Enthus. 13, No. 3, 255278 (2016).
2016
Information Age Publishing (IAP), Charlotte, NC; University of Montana, Department of Mathematical Sciences, Missoula, MT
EN
D55
C45
D35
university teaching
problem solving
creativity
proving
fostering creativity
Wallas' fourstage creative process
preparation
incubation
illumination
verification
mathematical creativity teaching observations
Zbl 0061.00616
ME 2015c.00402
ME 2005c.00902
http://scholarworks.umt.edu/tme/vol13/iss3/6
Summary: The central theme in this article is that certain problemsolving frameworks (e.g., [{\it G. P\'olya}, 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, 4575 (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 problemsolving/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.