Abstract
This study investigates the extent of mathematical creativity among 57 eight-grade talented students in the Mathematically Talented Youth Program. We examine the reasoning these students applied in solving a problem; the degree of mathematical creativity and aesthetic in their approach in solving a non-routine mathematical problem; and explore whether the students’ mathematical thinking is dependent solely upon previous mathematical knowledge and skills. We found that majority of the students relied on technical algorithm to solve the problem. Although talented students coped well with the thinking challenge, most of them operated at the basic level of creativity. One implication drawn from this study is the need to broaden and develop mathematical-logical thinking both as specific lessons and also as an integral part of other lessons in the program.
Highlights
Problem solving has increasingly become the focus of school mathematics
In the United States, the Principles and Standards of School Mathematics (NCTM, 2000) suggests that students need to be provided with challenging problems that can stimulate their development of creative mathematical thinking
The purpose of this study is to examine the degree of mathematical creativity and aesthetics among talented students in a problem-solving situation
Summary
Problem solving has increasingly become the focus of school mathematics. In the United States, the Principles and Standards of School Mathematics (NCTM, 2000) suggests that students need to be provided with challenging problems that can stimulate their development of creative mathematical thinking. The Extent of Mathematical Creativity and Aesthetics in Solving Problems among Students Attending the Mathematically Talented Youth Program. E. Aizikovitsh-Udi associated with the development of mathematical creativity in school mathematics (Silver, 1997). It can be argued that problem solving plays an essential role in the development of mathematically talented students. Developing mathematical creativity and aesthetics in the context of problem solving is considered to be the central aim in education for the gifted and talented (Mann, 2006). Understanding the extent to which students’ mathematical reasoning, creativity, and aesthetics develop in problem solving situations is important for educators to support these students to fully cultivate their talents. The purpose of this study is to examine the degree of mathematical creativity and aesthetics among talented students in a problem-solving situation. This study explores whether distinct levels of creativity is found among these students, and if so whether such level stems from the “mental flexibility” and high level of intelligence of the students, or rather from previous mathematical knowledge on various subjects and from acquiring various skills
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