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Full-Text Articles in Education
A New Model Of Creativity In Mathematical Problem Solving., Scott Chamberlin, Eric Mann
A New Model Of Creativity In Mathematical Problem Solving., Scott Chamberlin, Eric Mann
Eric L Mann
Myriad definitions of creativity in mathematics have been promulgated (Mann, 2005). The construct of creativity being comprised of fluency, flexibility, originality, and elaboration (Haylock, 1997; Imai, 2000; Kim, Cho, & Ahn, 2003) is generally agreed upon in the field of mathematics education. The purpose of this paper is to propose an additional component to the construct of creativity in mathematics. The fifth component of creativity is iconoclasm. Iconoclasm entails the penchant of mathematically creative individuals to dissent from commonly accepted principles and solutions. Iconoclasts are known to be nonconformist and may thus be open to uncommon or non-traditional solution paths.
Organic Creativity In The Classroom: Teaching To Intuition In Academics And The Arts, Edited By J. Piirto, Jane Piirto
Organic Creativity In The Classroom: Teaching To Intuition In Academics And The Arts, Edited By J. Piirto, Jane Piirto
Jane Piirto
Creativity can be taught and nurtured, and we can build classrooms in which creativity thrives. This philosophy acts as a central thesis in a new book, Organic Creativity in the Classroom, edited by award-winning author Jane Piirto, Ph.D. This innovative collection of essays explores approaches to teaching creativity from the perspective of experienced educators and artists. The 23 authors have taught for more than 500 years combined, and in this book they share teaching stories and helpful strategies that can be used to encourage students to become more creative within specific domains. The authors include master teachers, curriculum theorists, holistic …
Beyond Competition--Innovation For A Sustainable Future, Stephanie Marshall
Beyond Competition--Innovation For A Sustainable Future, Stephanie Marshall
Stephanie Pace Marshall, Ph.D.
Dr. Marshall outlines her belief that the current context and conditions of schooling are far too constrained, prescribed and risk-averse for our children’s imagination, and as a result, actually mitigate against innovative thinking and creative and collaborative problem-solving. Authentic learning is a live encounter. She feels that we cannot mandate, punish or test our children into greatness and provides recommendations for educational transformation--not reform--to design the educational experiences needed by today's children.