Raising the bar for mathematically gifted students through creativity-based mathematics instruction

ABSTRACT

Student ability to demonstrate mathematical creativity positively affects their mathematical learning. Further, creativity-based mathematical instruction (CBMI) may enhance divergent thinking and precipitate a highly creative mathematical learning environment . In this literature review and discussion, it is posited that CBMI has distinctively beneficial influences on mathematically gifted students’ learning processes and products. With CBMI, a value is placed on creative output, which differs from dispositions generated in algorithmically based classrooms, which may arrest creative or divergent thought. Procedure-based teacher instruction abates mathematically gifted students’ creative possibilities and restricts their thinking potential. By placing unnecessary constraints on mathematical thought, teachers restrict mathematically gifted students’ ability to produce divergent thoughts that may lead to creative products. Contemporary interpretations of giftedness include creativity as a characteristic, and therefore should be considered in mathematical learning episodes. By incorporating CBMI and promoting a mathematical environment in which creativity is valued, mathematics classrooms are raising the learning ceiling for mathematically gifted students. CBMI allows students to explore concepts and construct understanding conceptually and creatively.

KEYWORDS:

• Mathematical creativity
• creativity-based mathematical instruction
• gifted education
• five-legs of creativity theory

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Joseph S. Kozlowski

Joseph S. Kozlowski is currently a Graduate Research Assistant working on a National Science Foundation (NSF) funded project that investigates the impact of coding toys on computational thinking and mathematical thinking of young children. He is completing a doctoral degree in curriculum and instruction from Utah State University with a specialization in mathematics education. His research interests include mathematical creativity, equity in mathematics education, and the interconnectedness of computational thinking and mathematical thinking. A special intersection of all these research interests has become a focal topic of his research. He investigates how creativity-based mathematical instruction can foster an equitable mathematics learning environment.

Scott A. Chamberlin

Scott A. Chamberlin is a professor at the University of Wyoming in the field of mathematics education. His research interests include the use of problem-solving activities with upper elementary and middle grade gifted students. Specifically, he investigates student affect and creativity in relation to mathematical problem solving. He developed the Chamberlin Affective Instrument for Mathematical Problem Solving (CAIMPS) and much of this work is a direct result of his work with Model-Eliciting Activities (MEAs). MEAs are problem-solving tasks in which solvers are expected to create mathematical models to explain and generate understanding about phenomena and concepts in mathematics.