Creativity within shifts of knowledge in the mathematics classroom

Rina Hershkowitz, Michal Tabach, Tommy Dreyfus

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

In this study creativity is taken in its most common meaning: the ability to transcend
traditional ideas, rules, patterns, relationships, and the like, and to create meaningful
new ideas. During the last few years, we have been investigating knowledge shifts
among different settings in inquiry-based classrooms. The goal of the current study is
to investigate creative mathematical thinking within the shifts of knowledge in an
inquiry-based mathematics classroom. We demonstrate the creativity within shifts of
knowledge via a whole class discussion and a group work. The shifts of creative
knowledge started with an individual student and often served as a kind of milestone
in the inquiry of the topic.
Original languageEnglish
Title of host publicationProceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education
EditorsCsaba Csíkos, Attila Rausch, Judit Szitányi
Place of PublicationSzeged, Hungary
Pages385-392
Number of pages8
Volume2
StatePublished - 2016
Event44th Conference of the International Group for the Psychology of Mathematics Education - Khon Kaen, Thailand
Duration: 19 Jul 202122 Jul 2021
Conference number: 44

Publication series

NamePME Conference. Proceedings

Conference

Conference44th Conference of the International Group for the Psychology of Mathematics Education
Abbreviated titlePME
Country/TerritoryThailand
CityKhon Kaen
Period19/07/2122/07/21

Fingerprint

Dive into the research topics of 'Creativity within shifts of knowledge in the mathematics classroom'. Together they form a unique fingerprint.

Cite this