Discipline-Specific and General Instructional and Pedagogical Practices Fostering the Mathematical Creativity of Students

• In Event: Moscone Center North Roundtable Session 10
  In Roundtable Session: Supporting Mathematical Learners Through Discourse

Abstract

The purpose of this study is to reveal the research findings that suggest instructional and pedagogical practices to foster the mathematical creativity of students. In this systematic review, the knowledge of instructional and pedagogical practices that foster the mathematical creativity of students were categorized under two main factors: 1) discipline-specific instructional and pedagogical practices, and 2) general instructional and pedagogical practices. The discipline-specific practices were problem-solving, problem-posing, open-ended questions, multiple solution tasks, multiple outcomes, model-eliciting activities, technology integration, extendable tasks, and abstractness of mathematics. The general practices were providing ample time to think creatively, taking risks to share ideas, and using informal words. Integrating all of these practices into classrooms can enable students to discover their mathematical creative abilities.

Authors

• Ali BICER, University of Wyoming

• Yujin Lee, University of North Dakota

• Celal Perihan, Idaho State University