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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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This paper showcases the development and implementation of a year-long, job-embedded professional development (PD) program designed for a small private elementary school. Utilizing an action research framework of planning, acting, observing, and reflecting, the PD aimed to enhance teachers' pedagogical content knowledge (PCK) and foster their mathematical creativity, ultimately facilitating students' creative thinking in mathematics. The findings suggest the importance of sustained, iterative support in PD to cultivate teachers' confidence and ability to implement creative pedagogies, thereby transforming mathematics education to value inquiry and creative reasoning.

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Curriculum materials in cultivating the mathematical creativity of gifted elementary students : a case study Shin-chan Wen, Qiaoping Zhang p. 239-261

Instilling creativity in pre-service teachers through investigation of mathematical puzzles : case of magic squares Mark Applebaum, Viktor Freiman p. 263-297

Developing mathematical creativity in prospective teachers : the case of multi-digit multiplication algorithms Ryan D. Fox, Anna M. Payne p. 299-318

Embarking on authentic and creative professional growth Jung Y. Colen, Amy Lein p. 319-338

Preparing preservice teachers to foster creativity in mathematics education through the use of collaborative learning experiences Hyunkyung Kwon p. 339-359

Cultivating students mathematical creative thinking ability in inquiry-based classroom Yanhui Xu p. 391-406

Exploring the mathematical creativity of preservice teachers : a beyond conceptions approach Anne N. Waswa, Kevin C. Moore p. 407-434

(An) intersubjective view of creative collaborative proving in undergraduate mathematics Amanda Lake Heath p. 361-389

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