Evaluating mathematical creativity: towards a conformation and rethinking of quantifying methods. (English)

Fritzlar, Torsten (ed.) et al., Problem solving in mathematics education. Proceedings of the 2015 joint 17th conference of ProMath and the 2nd GDM working group on problem solving, University of Halle-Wittenberg, Germany, September 3‒5, 2015. Münster: WTM-Verlag (ISBN 978-3-95987-012-2/pbk; 978-3-95987-013-9 /ebook). Ars Inveniendi et Dejudicandi 6, 149-157 (2016).

Summary: For the identification of mathematical gifted behavior, it is also important to investigate mathematical creativity. However, there is only little research on its assessment and there are only a few methods to quantify mathematical creativity so far. In our paper, we address these methods and their potential on behalf of an empirical investigation. The data were gathered in a project focusing on mathematically interested students in upper secondary school. Our analysis confirms that the use of so-called Multiple Solution Tasks (MSTs) constitutes a great potential for investigating mathematical creativity. However, there is a need of rethinking the method of evaluation with these instruments in order to appreciate the mathematical creativity of each solution approach properly.