A Model for Assessing the Development of Students’ Creativity in the Context of Problem Posing

Show more

References

[1] Aljughaiman, A., & Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39, 17-34. doi:10.1002/j.2162-6057.2005.tb01247.x

[2] Andiliou, A., & Murphy, K. P. (2010). Examining variations among researchers’ and teachers’ conceptualizations of creativity: A review and synthesis of contemporary research. Educational Research Re view, 5, 201-219. doi:10.1016/j.edurev.2010.07.003

[3] Balka, D. S. (1974). Creative ability in mathematics. Arithmetic Teacher, 21, 633-363.

[4] Beghetto, R. A. (2006). Creative justice? The relationship between prospective teachers’ prior schooling experiences and perceived importance of promoting student creativity. The Journal of Creative Behavior, 40, 149-162. doi:10.1002/j.2162-6057.2006.tb01270.x

[5] Beghetto, R. A., & Kaufnan, J. C. (2009). Do we all have multicreative potential? ZDM Mathematics Education, 41, 39-44.
doi:10.1007/s11858-008-0143-7

[6] Brandau, L. I., & Dossey, J. A. (1979). Processes involved in mathematical divergent problem-solving. San Francisco: American Educational Research Association.

[7] Brookhart, S., Andolina, M., Zuza, M., & Furman, R. (2004). Minute math: An action research study of student self-assessment. Educational Studies in Mathematics, 57, 213-227.
doi:10.1023/B:EDUC.0000049293.55249.d4

[8] Brown, S. I., & Walter, M. I. (1969). What if not? Mathematics Teaching, 46, 38-45.

[9] Brown, S. I., & Walter, M. I. (1990). The art of problem posing. Hills dale, NJ: L. Erlbaum Associates.

[10] Chamberlin, S. A., & Moon, S. (2005). Model-eliciting activities: An introduction to gifted education. Journal of Secondary Gifted Education, 17, 37-47.

[11] Craft, A. (2001). Little c creativity. In A. Craft, B. Jeffrey, & M. Leibling (Eds.), Creativity in education. London: Continuum.

[12] Craft, A. (2009). Trusteeship, wisdom, and the creative future of education.
http://www.abp.unimelb.edu.au/unesco/ejournal/pdf/craft.pdf

[13] Cunningham, R. (2004). Problem posing: An opportunity for increasing student responsibility. Mathematics and Computer Education, 38, 83-89.

[14] Ellerton, N. F., & Clarkson, P. C. (1996). Language factors in mathematics teaching and learning. In A. I. Bishop (Eds.), International handbook of mathematics education (pp. 987-1033). Alphen aanden Rijn: Kluwer Academic Publishers.

[15] Enz, B., & Serafini, F. (1995). Involving students in the assessment process. Teaching PreK-8, 25, 96-97.

[16] Feldman, D. H., & Benjamin, A. C. (2006). Creativity and education: An American retrospective. Cambridge Journal of Education, 36, 319-336. doi:10.1080/03057640600865819

[17] Fryer, M. (1996). Creative teaching and learning. London: Paul Chap man Publishing Ltd.

[18] Hall, L. D., Fisher, C., Musanti, S., & Halquist, D. (2006). Professional development in teacher education: What can we learn from PT3? Tech Trends, 50, 25-31. doi:10.1007/s11528-006-7600-3

[19] Haylock, D. W. (1986). Mathematical creativity in schoolchildren. Journal of Creative Behavior, 21, 48-59.
doi:10.1002/j.2162-6057.1987.tb00452.x

[20] Henry, J. (2009). Enhancing creativity with M.U.S.I.C. The Alberta Journal of Educational Research, 5, 199-211.

[21] Honsberger, R. (1985). Mathematical gems III. The Mathematical Association of America.

[22] Lavy I., & Shriki, A. (2008). Investigating changes in prospective teachers’ views of a “Good Teacher” while engaging in a computerized Project-Based-Learning. Journal of Mathematics Teacher Education, 11, 259-284. doi:10.1007/s10857-008-9073-0

[23] Lavy, I., & Shriki, A. (2010). Engaging in problem-posing activities in a dynamic geometry setting and the development of prospective teachers’ mathematical knowledge. Journal of Mathematical Behavior, 29, 11-24. doi:10.1016/j.jmathb.2009.12.002

[24] Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129-145). Rotterdam: Sense Publisher.

[25] Lin, Y.-S. (2011). Fostering creativity through education—A conceptual framework of creative pedagogy. Creative Education, 2, 149-155. doi:10.4236/ce.2011.23021

[26] Mann, E. L. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30, 236-260.

[27] Martinez-Cruz, A. M., & Contreras, J. N. (2002). Changing the goal: An adventure in problem solving, problem posing, and symbolic meaning with a TI-92. Mathematics Teacher, 95, 592-597.

[28] NACCCE (1999). All our futures: Creativity, culture and education, national advisory committee on creative and cultural education. London: DFEE.
http://www.cypni.org.uk/downloads/alloutfutures.pdf

[29] NCTM—National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: NCTM.

[30] Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research. Educational Psychologists, 39, 83-96. doi:10.1207/s15326985ep3902_1

[31] Reid, A., & Petocz, P. (2004). Learning domains and the process of creativity. The Australian Educational Researcher, 31, 45-62.
doi:10.1007/BF03249519

[32] Rowlands, S. (2011). Disciplinary boundaries for creativity. Creative Education, 2, 47-55. doi:10.4236/ce.2011.21007

[33] Shalley, C. E., & Gilson, L. L. (2004). What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. Leadership Quarterly, 15, 33-53.
doi:10.1016/j.leaqua.2003.12.004

[34] Shriki, A. (2010). Working like real mathematicians: Developing prospective teachers’ awareness of mathematical creativity through generating new concepts. Educational Studies in Mathematics, 73, 159-179. doi:10.1007/s10649-009-9212-2

[35] Silver, E. A. (1994). On mathematical problem posing. For the Learning of mathematics, 14, 19-28.

[36] Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. ZDM-The International Journal on Mathematics Education, 29, 75-80.
doi:10.1007/s11858-997-0003-x

[37] Smith, C. (1997). Student self-assessment at St. Bernadette’s primary school. Primary Educator, 3, 7-9.

[38] Sriraman, B. (2005). Are giftedness and creativity synonyms in mathematics? The Journal of Secondary Gifted Education, 17, 20-36.

[39] Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing. In P. Clarkson (Ed.), Technology in mathematics education (pp. 518-525). Melbourne: Mathematics Education Research Group of Australasia.

[40] Torrance, E. P. (1974). The torrance tests of creative thinking: Techni cal-norms manual. Bensenville, IL: Scholastic Testing Services.

[41] Treffinger, D. J., Young, G. C., Selby, E. C., & Shepardson, C. (2002). Assessing creativity: A guide for education. Sarasota, FL: The National Research Center on the gifted and talented.