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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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Mathematical creativity is a multifaceted psychological construct, necessitating innovative research techniques to enhance its integration into mathematics education. Though existing studies primarily focus on teachers’ personal conceptions of mathematical creativity, there is a pressing need to identify their actual creative practices during problem-solving (PS) and problem-posing (PP) activities. Understanding these authentic acts of creativity is crucial for evaluating how teachers’ thinking and enactment of mathematical concepts reflect their creativity and influence their instructional practices. In this paper, a theoretical and methodological approach to studying mathematical creativity in action by integrating two theoretical approaches to outline mental operations that underpin creative characteristics is proposed. We illustrate the application of our theory and methodology using examples from a specific study of pre-service teachers’ (PSTs’) PS activities. Our approach aims to fill the gap in understanding mathematical creativity as it unfolds, providing insights into cognitive processes and contextual factors affecting mathematical creativity, and ultimately informing the evolution of practices in mathematics education research and practice.

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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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