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派博传思国际中心 »期刊书目

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Titlebook: Mathematical Creativity; A Developmental Pers Scott A. Chamberlin,Peter Liljedahl,Miloš Savić Book 2022 The Editor(s) (if applicable) and T

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书目名称Mathematical Creativity
副标题A Developmental Pers
编辑Scott A. Chamberlin,Peter Liljedahl,Miloš Savić
视频video
概述Emphasizes a developmental perspective to the understanding of mathematical creativity.Presents evidence based research in the field of mathematical creativity.Provides a multidisciplinary approach to
丛书名称Research in Mathematics Education
图书封面Titlebook: Mathematical Creativity; A Developmental Pers Scott A. Chamberlin,Peter Liljedahl,Miloš Savić Book 2022 The Editor(s) (if applicable) and T
描述This book is important and makes a unique contribution in the field of mathematics education and creativity. The book comprises the most recent research by renowned international experts and scholars, as well as a comprehensive up to date literature review. The developmental lens applied to the research presented makes it unique in the field. Also, this book provides a discussion of future directions for research to complement what is already known in the field of mathematical creativity. Finally, a critical discussion of the importance of the literature in relation to development of learners and accordingly pragmatic applications for educators is provided. .Many books provide the former (2) foci, but omit the final discussion of the research in relation to developmental needs of learners in the domain of mathematics. Currently, educators are expected to implement best practices and illustrate how their adopted approaches are supported by research.  The authors and editors of this book have invested significant effort in merging theory with practice to further this field and develop it for future generations of mathematics learners, teachers and researchers..
出版日期Book 2022
关键词Mathematical creativity; Developmental stages; Mathematical psychology; Mathematics education; Innovatio
版次1
doihttps://doi.org/10.1007/978-3-031-14474-5
isbn_softcover978-3-031-14476-9
isbn_ebook978-3-031-14474-5Series ISSN 2570-4729 Series E-ISSN 2570-4737
issn_series 2570-4729
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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书目名称Mathematical Creativity网络公开度学科排名




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书目名称Mathematical Creativity被引频次学科排名




书目名称Mathematical Creativity年度引用




书目名称Mathematical Creativity年度引用学科排名




书目名称Mathematical Creativity读者反馈




书目名称Mathematical Creativity读者反馈学科排名




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Organizational Framework for Book and Conceptions of Mathematical Creativitycreativity, is outlined so that readers understand what is being discussed. Conceptions and constructs are elucidated in this chapter in theory presentation. Existing theories in creativity are discussed in relation to the proposed research topics. As well, factors related to development and mathema
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Commentary on Sectionary levels. As the three sets of authors reported, there has been limited research, especially empirical research, in this area. I begin by summarizing the key aspects of each chapter. These summaries are followed with a commentary on the themes that appear across the three chapters.
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Literature Review on Empirical Findings on Creativity in Mathematics Among Secondary School Studentsaining increasing significance with a growing body of tasks, practices, and empirical studies being developed and conducted. At the same time, the growing field of research on mathematical creativity on secondary school level goes along with an increasing variety of perspectives on mathematical crea
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Mathematical Creativity from an Educational Perspective: Reflecting on Recent Empirical Studiesning throughout this section is the focus on creative processes. This commentary chapter reviews some of the difficulties distinguishing between creative products and creative processes, and then delves into how the different chapters in this section view what is meant by creative processes. Finally
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The Creative Mathematical Thinking Processvergent thinking to a mathematical creativity task (MCT) still remains largely unknown. The current study therefore aspired to illuminate the use of creative thinking in mathematics through divergent and convergent thinking. Twenty-eight upper elementary school children were observed while doing mat
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