The Extent of Mathematical Creativity and Aesthetics in Solving Problems among Students Attending the Mathematically Talented Youth Program

Show more

References

[1] Aizikovitsh-Udi, E. (in Press). The Extent of Mathematical Creativity and Aesthetics in Solving Problems among Students Attending the Mathematically Talented Youth Program. Proceedings of the 2013 Conference for European Research in Mathematics Education (CERME-8). (To Be Published)

http://cerme8.metu.edu.tr/wgpapers/WG7/WG7_Aizikovitsh_Udi.pdf

[2] Allan, S. D. (1991). Ability-Grouping Research Reviews: What Do You Say about Grouping and Gifted? Educational Leadership, 48, 60-65.

[3] Artzt, A. F., & Armour-Thomas, E. (1997). Mathematical Problem Solving in Small Groups: Exploring the Interplay of Students’ Metacognitive Behaviors, Perceptions, and Ability Levels. Journal of Mathematical Behavior, 16, 63-74.

http://dx.doi.org/10.1016/S0732-3123(97)90008-0

[4] Artzt, A. F., & Yaloz-Femia, S. (1999). Mathematical Reasoning during Small-Group Problem Solving. In L. V. Stiff, & F. R. Curcio (Eds.), Developing Mathematical Reasoning K-12 Yearbook (pp. 115-126). Reston, VA: National Council of Teachers of Mathematics.

[5] Binder, C. (1996). Behavioral Fluency: Evolution of a New Paradigm. The Behavior Analyst, 19, 163-197.

http://www.abainternational.org/TBA.asp

[6] Boyce, L. N., VanTassel-Baska, J., Burruss, J. D., Sher, B. T., & Johnson, D. T. (1997). A Problem-Based Curriculum: Parallel Learning Opportunities for Students and Teachers. Journal of the Education of the Gifted, 20, 363-379.

[7] Bloom, B. S., et al. (1956). Taxonomy of Educational Objects: The Classification of Educational Goals, Vol. 1. London: Longman.

[8] Chamberlin, S. A., & Moon, S. (2005). Model-Eliciting Activities: An Introduction to Gifted Education. Journal of Secondary Gifted Education, 17, 37-47.

[9] Chiu, M.-S. (2009). Approaches to the Teaching of Creative and Non-Creative Mathematical Problems. International Journal of Science and Mathematics Education, 7, 55-79.

http://dx.doi.org/10.1007/s10763-007-9112-9

[10] Dreyfus, T., & Eisenberg, T. (1986). On the Aesthetics of Mathematical Thought. For the Learning of Mathematics, 6, 2-10.

[11] Ervynck, G. (1991). Mathematical Creativity. In: D. Tall (Ed.), Advanced Mathematical Thinking (pp. 42-53). Dordrecht: Kluwer Academic.

[12] Hong, E., & Aqui, Y. (2004). Cognitive and Motivational Characteristics of Adolescents Gifted in Mathematics: Comparisons among Students with Different Types of Giftedness. Gifted Child Quarterly, 48, 191-201.

http://dx.doi.org/10.1177/001698620404800304

[13] Hwang, W. Y., Chen, N. S., Dung, J. J., & Yang, Y. L. (2007). Multiple Representation Skills and Creativity Effects on Mathematical Problem Solving Using a Multimedia Whiteboard System. Educational Technology & Society, 10, 191-212.

[14] Kwon, O.-N., Park, J.-S., & Park, J.-H. (2006). Cultivating Divergent Thinking in Mathematics through an Open-Ended Approach. Asia Pacific Education Review, 7, 51-61.

http://dx.doi.org/10.1007/BF03036784

[15] Lester, K. (1980). Research on Problem Solving. In: R. J. Shumway (Ed.), Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.

[16] Leung, S. S., & Silver, E. (1997). The Role of Task Format, Mathematics Knowledge, and Creative Thinking on the Arithmetic Problem Posing of Prospective Elementary School Teachers. Mathematics Education Research Journal, 9, 5-24.

http://dx.doi.org/10.1007/BF03217299

[17] Liljedahl, P., & Sriraman, B. (2006). Musings on Mathematical Creativity. For The Learning of Mathematics, 26, 20-23.

[18] Mann, E. L. (2006). Creativity: The Essence of Mathematics. Journal for the Education of the Gifted, 30, 236-262.

[19] Meissner, H. (2000). Creativity in Mathematics Education. The Meeting of the International Congress on Mathematics Education, Tokyo, Japan.

[20] National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

[21] Nakakoji, K., Yamamoto, Y., & Ohira, M. (1999). A Framework That Supports Collective Creativity in Design Using Visual Images. In E. Edmonds, & L. Candy (Eds.), Proceedings of the 3rd Conference on Creativity & Cognition (pp. 166-173). New York: ACM Press.

http://www.informatik.unitrier.de/~ley/db/conf/candc/candc1999.html

[22] Polya, G. (1957). How to Solve It: A New Aspect of Mathematical Method (2nd ed.) Princeton, NJ: Princeton University Press.

[23] Polya, G. (1968). Mathematical Discovery: On Understanding, Learning and Teaching Problem Solving. New York: Wiley.

[24] Silver, E. (1997). Fostering Creativity through Instruction Rich in Mathematical Problem Solving and Problem Posing. ZDM, 3, 75-80. http://dx.doi.org/10.1007/s11858-997-0003-x

[25] Sinclair, N. (2004).The Role of the Aesthetics in Mathematical Inquiry. Mathematical Thinking and Learning, 6, 261-284.

http://dx.doi.org/10.1207/s15327833mtl0603_1

[26] Sheffield, L. (2009). Developing Mathematical Creativity-Questions May Be the Answer. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in Mathematics and the Education of Gifted Students (pp. 87-100). Rotterdam: Sense Publishers.

[27] Shore, B. M., & Kanevsky, L. (1993). Thinking Processes: Being and Becoming Gifted. In K. A. Heller, F.J. Monks, & A. H. Passow (Eds.), International Handbook for Research and Development on Giftedness and Talent (pp. 133-148). London: Pergamon.

[28] Starko, J. A. (1994). Creativity in the Classroom. New York: Longman.

[29] Stepien, W. J., & Pike, S. L. (1997). Designing Problem-Based Learning Units. Journal for the Education of the Gifted, 20, 380-400.

[30] Sternberg, R. J., & Ben-Zeev, T. (1996). The Nature of Mathematical Thinking (335p). New York: Lawrence Erlbaum Assoc.

[31] The Technion Israel Institute of Technology (2005). Number 3 Unified Examination for Ninth Grade Students Studying Toward a 5-Point Matriculation Examination in the Program for Realizing Mathematical Excellence: 19 FILL IN Year Part 3 Enrichment. Haifa: The Technion Israel Institute of Technology.