Mathematical Creativity: Psychology, Progress and Caveats

Autor/in	Sriraman, Bharath
Titel	Mathematical Creativity: Psychology, Progress and Caveats
Quelle	In: ZDM: The International Journal on Mathematics Education, 49 (2017) 7, S.971-975 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sriraman, Bharath)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-017-0886-0
Schlagwörter	Creativity; Creative Thinking; Mathematics Education; Psychological Patterns; Intelligence; Motivation + Suchen Sie Ihr Suchwort? Kreativität; Kreatives Denken; Mathematische Bildung; Intelligenz; Klugheit; psychologische; Motivation (psychologisch)
Abstract	The aim of this paper is to provide a concise survey of advances in the study of the psychology of creativity, with an emphasis on literature that is typically not cited in mathematics education. In spite of claims that mathematical creativity is an ill-defined area of inquiry in mathematics education, the literature from psychology can serve as an illustration for steady progress on numerous fronts including well defined terminology, established links between constructs (e.g., creativity and intelligence; creativity and motivation), integrated perspectives that resolve dichotomies (e.g., process vs product), and theories that are verifiable through empirical research. Psychology can provide us with prospects to pursue well defined lines of inquiry, and absolve us from the pressure of re-inventing well known findings. Three postulates and corollaries are provided with caveats to provoke readers and to stimulate future progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01