
06439905
a
2015c.00268
Prabhu, Vrunda
Czarnocha, Bronislaw
Democratizing mathematical creativity through Koestler's bisociation theory.
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 PMENA, Vancouver, Canada, July 1520, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 9780864913609/set; 9780864913654/v.5). 18 (2014).
2014
[s. l.]: International Group for the Psychology of Mathematics Education
EN
D20
C30
mathematical creativity
giftedness
bisociation
research in mathematics education
democratization
Summary: The presentation challenges a frequentlyexpressed 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. Rzesz\'ow, Poland: CERME. 10561065 (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. 233238 (2008)] argue for adopting Koestler's bisociation as ``the authoritative perspective or definition of creativity".