The Elements of Creativity and Giftedness in Mathematics (Advances in Creativity and Giftedness, 1)

The Elements of Creativity and Giftedness in Mathematics, edited by Bharath Sriraman and KyeongHwa Lee, covers recent advances in mathematics education pertaining to the development of creativity and giftedness. The book is international in scope in the “sense” that it includes numerous studies on mathematical creativity and giftedness conducted in the U. S. A, China, Korea, Turkey, Israel, Sweden, and Norway in addition to cross-national perspectives from Canada and Russia. The topics include problem -posing, problem-solving and mathematical creativity; the development of mathematical creativity with students, pre and in-service teachers; cross-cultural views of creativity and giftedness; the unpacking of notions and labels such as high achieving, inclusion, and potential; as well as the theoretical state of the art on the constructs of mathematical creativity and giftedness. The book also includes some contributions from the first joint meeting of the American Mathematical Society and the Korean Mathematical Society in Seoul, 2009. Topics covered in the book are essential reading for graduate students and researchers interested in researching issues and topics within the domain of mathematical creativity and mathematical giftedness. It is also accessible to pre-service and practicing teachers interested in developing creativity in their classrooms, in addition to professional development specialists, mathematics educators, gifted educators, and psychologists. Front Matter....Pages i-vii What are the Elements of Giftedness and Creativity in Mathematics?....Pages 1-4 An Exploratory Study of Relationships between Students’ Creativity and Mathematical Problem-Posing Abilities....Pages 5-28 Are Mathematically Talented Elementary Students also Talented in Statistics?....Pages 29-43 Does High Achieving in Mathematics = Gifted and/or Creative in Mathematics?....Pages 45-65 Developing Mathematical Potential in Underrepresented Populations through Problem Solving, Mathematical Discourse and Algebraic Reasoning....Pages 67-79 On Track to Gifted Education in Mathematics in Sweden....Pages 81-101 Teachers’ Images of Gifted Students and the roles assigned to them in Heterogeneous Mathematics Classes....Pages 103-118 Mathematical Creativity and Mathematics Education....Pages 119-130 Gifted Education in Russia and the United States....Pages 131-143 Semiotic Micro-world for Mathematical Visualization....Pages 145-159 Mathematically Gifted Students in Inclusive Settings....Pages 161-171 Prospective Secondary Mathematics Teachers’ Mathematical Creativity in Problem Solving....Pages 173-191 What Characterises High Achieving Students’ Mathematical Reasoning?....Pages 193-215 Fostering Creativity through Geometrical and Cultural Inquiry into Ornaments....Pages 217-230 Back Matter....Pages 231-231 AND DISCUSSIONREFERENCES; 4. DOES HIGH ACHIEVING IN MATHEMATICS = GIFTED AND/OR CREATIVE IN MATHEMATICS; INTRODUCTION; CREATIVITY AND MATHEMATICAL CREATIVITY; The Gestalt principle:; The Aesthetic principle:; The Scholarly principle:; The Free market principle:; The Uncertainty principle:; INTELLIGENCE AND MATHEMATICAL INTELLIGENCE; GIFTEDNESS AND MATHEMATICAL PRECOCIOUSNESS; Exceptional Abilities from a Young Age; Late Development of Mathematical Giftedness; Identifying Precociuosness; Programmes for the Highly Gifted Youth; SEVEN CASES OF VARIOUS LEVELS OF GIFTEDNESS AND ACHIEVEMENT