Designing Opportunities for Mathematical Creativity: Three Ways to Modify an Existing Course

Abstract

Creativity plays an important role in mathematics, but it can be overlooked in undergraduate courses. This article describes three ways an existing first-year math seminar was modified to increase its focus on creativity: introducing readings and discussions related to creativity, drawing connections to creativity in other disciplines, and adding an open-ended project. Suggestions are included for instructors who wish to incorporate one or all of the modifications in their own courses.

Keywords:

• Mathematical creativity
• course design
• first-year teaching

Additional information

Notes on contributors

Sarah Mayes-Tang

Sarah Mayes-Tang earned her Ph.D. in Mathematics from the University of Michigan in 2013 and was a 2014–15 Project NExT Fellow. She taught at Quest University Canada for four years, a small liberal arts college in Squamish, BC that seeks to re-imagine undergraduate education. Sarah is now a faculty member at the University of Toronto, where she coordinates a large team in delivering one of the main calculus sequences.