TY - JOUR
T1 - Mathematical creativity in generally gifted and mathematically excelling adolescents
T2 - What makes the difference?
AU - Leikin, Roza
AU - Lev, Miriam
N1 - Funding Information: Acknowledgments This project was made possible through the support of a grant from the John Templeton Foundation. The opinions expressed in this publication are those of the author(s) and do not necessarily reflect the views of the John Templeton Foundation. We are thankful to the Israeli Ministry of Education and the University of Haifa for their generous financial support to this project.
PY - 2013/4
Y1 - 2013/4
N2 - Due to uncertainty regarding the relationship between mathematical creativity, mathematical expertise and general giftedness, we have conducted a large-scale study that explores the relationship between mathematical creativity and mathematical ability. We distinguish between relative and absolute creativity in order to address personal creativity as a characteristic that can be developed in schoolchildren. This paper presents part of a study that focuses on the power of multiple solution tasks (MSTs) as a tool for the evaluation of relative creativity. We discuss relationships between mathematical creativity, mathematical ability and general giftedness as reflected in the present empirical study of senior high school students in Israel which implemented the MST tool. The study demonstrates that between-group differences are task dependent and are a function of mathematical insight as it is integrated in the mathematical task. Thus, we conclude that different types of MSTs can be used for different research purposes, which we discuss at the end of this paper.
AB - Due to uncertainty regarding the relationship between mathematical creativity, mathematical expertise and general giftedness, we have conducted a large-scale study that explores the relationship between mathematical creativity and mathematical ability. We distinguish between relative and absolute creativity in order to address personal creativity as a characteristic that can be developed in schoolchildren. This paper presents part of a study that focuses on the power of multiple solution tasks (MSTs) as a tool for the evaluation of relative creativity. We discuss relationships between mathematical creativity, mathematical ability and general giftedness as reflected in the present empirical study of senior high school students in Israel which implemented the MST tool. The study demonstrates that between-group differences are task dependent and are a function of mathematical insight as it is integrated in the mathematical task. Thus, we conclude that different types of MSTs can be used for different research purposes, which we discuss at the end of this paper.
KW - General giftedness
KW - High level of mathematical instruction
KW - Mathematical creativity
KW - Multiple solution tasks (MST)
UR - http://www.scopus.com/inward/record.url?scp=84892847900&partnerID=8YFLogxK
U2 - 10.1007/s11858-012-0460-8
DO - 10.1007/s11858-012-0460-8
M3 - Article
SN - 1863-9690
VL - 45
SP - 183
EP - 197
JO - ZDM - International Journal on Mathematics Education
JF - ZDM - International Journal on Mathematics Education
IS - 2
ER -