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The Creative Mind Series: Mathematical Creativity

Mathematical Modeling: A good read for pre-service and supervising teachers -- applicable for all ages

Research presented by Mathematics Professor Helena Wessels

This research project aimed at investigating how pre-service teachers could be prepared to use mathematical modelling to develop creativity in young children aged six to nine. 

Authors such as Haylock (1997), and Wu and Chiou (2008), emphasize the difference between process and product in their definitions of creativity.

Mathematical creativity is seen as a thinking process that manifests in three ‘products’, or otherwise characteristics: fluency, flexibility and originality.

Fluency can be defined as the number of different correct answers, methods, or new questions that are formulated; flexibility as the number of different categories of answers, methods and questions; and originality as solutions, methods or questions that are unique and shows insight (Sheffield 2000). 

Credits: Journal of Mathematical Modelling and Application
2014, Vol. 1, No. 9, 22-40
Levels of mathematical creativity in model-eliciting activities

Helena Wessels
Research Unit for Mathematics Education :: Stellenbosch University

Full Article: