Claiming Creativity

• In Event: AERA Poster Session Sunday 11:45 am
  In Poster Session: SIG-RME Poster Session: Explorations of the Mathematics Teaching and Learning Experience

Abstract

This qualitative study explores how individuals define and evaluate creativity in mathematics, revealing tensions between stated beliefs and actual evaluative practices. Through interviews with three doctoral students—who solved a math task, reflected on their processes, and evaluated peer work—three recurring contradictions emerged: (1) broad definitions vs. narrow evaluations, (2) generous assessments of others vs. harsh self-evaluations, and (3) valuing external products over internal processes. The study highlights how emotional, cognitive, and sociocultural factors shape perceptions of creativity. Findings suggest a need to reimagine how creativity is recognized and supported in mathematics education, with implications for both assessment practices and learner identity development.

Author

• Angelina Bisson, University of California - San Diego