On the culture of creativity in mathematics education

Bronislaw Czarnocha

doi:10.5937/inovacije1403031c

Abstract

Culture of creativity in mathematics education is grounded in definitions of creativity which underline our research and efforts of its classroom facilitation. However, the statement 'there is no single, authoritative perspective or definition of creativity in mathematics education' (Mann, 2006; Sriraman, 2005; Leikin, 2011, Kattou et al., 2011) leaves practitioners without an identifiable viewpoint in teaching. Therefore culture of creativity in mathematics education doesn't have solid foundations conflating, among other things, a research into creativity with research into giftedness. Prabhu and Czarnocha (2014) have argued at PME 38 for the acceptance of bisociation of Koestler's Act of Creation, that is a spontaneous leap of insight' as the authoritative definition of creativity. The paper presents this bisociation theory of an 'Aha!' moment and identifies this moment as one during which mind can focus and eliminate inhibiting habits of mind. The paper explores cultural values brought forth by the new definitions of creativity such as its democratization, the unity of creativity, motivation in learning, and the simultaneity of attention. The examples and methods of classroom facilitation are henceforth presented. The distinction between bisociative and associative thinking shows and introduces the concept of simultaneity of attention as new type of attention in learning (Mason, 2008).

Highlights

The elementary meaning of the term ’culture‘ is probably about the way people do things
A full collection of examples and new creativity-based results obtained through the TR/NYCity Model is contained in the book The Creative Enterprise of Mathematics Teaching-Research: Elements of Methodology and Practice – from Teachers to Teachers to be published by Sense Publisher in 2015
The presented discussion has proposed the new definition of creativity in mathematics based on the Koestler’s theory of bisociation

Summary

Introduction

The elementary meaning of the term ’culture‘ is probably about the way people do things. The method of facilitating creativity in the classroom is suggested by the essential component of its definition “...connects previously unconnected frames of reference and makes us experience reality on several planes at ones” (Koestler, 1964:45) It suggests organization of learning environment along the interface of at least two intuitively (or better, habitually) unconnected frameworks such as geometrical line and real numbers, simultaneous discussion of several different representations of fractions in the context of operations (Prabhu et al, 2014) or along elementary algebra/ESL interface (Czarnocha, 2014a). The Act of Creation (Koestler, 1964:45) defines bisociation, that is, “the creative leap [of insight], which connects previously unconnected frames of reference and makes us experience reality at several planes at once.”.

B: Why 76?

B: Window!?

Conclusion