id: 06439905
dt: a
an: 2015c.00268
au: Prabhu, Vrunda; Czarnocha, Bronislaw
ti: Democratizing mathematical creativity through Koestler’s bisociation
theory.
so: Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
5. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 1-8
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: D20 C30
ut: mathematical creativity; giftedness; bisociation; research in mathematics
education; democratization
ci:
li:
ab: Summary: The presentation challenges a frequently-expressed assertion:
“There is no single, authoritative perspective or definition of
creativity [in mathematics]" {\it M. Kattou} et al. [“Does
mathematical creativity differentiate mathematical ability?", in: M.
Pytlak (ed.) et al., Proc. of seventh conference of the European
Society for Research in Mathematics Education. Rzeszów, Poland: CERME.
1056‒1065 (2011)]. It points to difficulties resulting from using
accepted definitions in educational research. In this paper, the
authors express concern about joining research on creativity with the
research into giftedness and suggest the need for democratizing that
approach. To that end, they introduce an alternative definition of
creativity ‒ bisociation, that is “a creative leap of insight" or
an Aha moment [{\it A. Koestler}, The act of creation. London, UK:
Hutchinson \& Co, Ltd. (1964)]. {\it V. Prabhu} and {\it B. Czarnocha}
[“Focus: women of rural Tamil Nadu", in: K. Subramaniam (ed.) and A.
Mazumbar (ed.), Proceedings of epiSTEME 3. London MacMillan. 233‒238
(2008)] argue for adopting Koestler’s bisociation as “the
authoritative perspective or definition of creativity".
rv: