Abstract
The links between research in mathematics education, psychology of creativity and research in gifted education started to gain more attention in the last decade, from researchers and the large public as well. The paper is intended to provide a concise survey of these links, with a focus on: frameworks for studying students’ creativity and giftedness in mathematics; domain specificity of creativity; some characteristics of mathematical creativity resulting from its specificity; relationships between mathematical giftedness and creativity from a mind-and-brain perspective; relationships between creativity, giftedness and social inclusion; underlying connections between mathematical creativity and innovation, creativity and metacognition, creativity, giftedness and expertise; and the teaching of mathematically-promising students with a focus on structuring their mathematical competencies. The paper offers also brief reviews of the chapters included in the book, stressing on the benefits of an integrated approach of creativity and giftedness in mathematics education.
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