Mathematical creativity and giftedness: perspectives in response

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

Abstract

The investigations described in the ten fascinating research studies contained in the current volume of ZDM Mathematics Education evoke some perspectives in response. I consider the articles thematically in relation to a suggested set of important or pressing questions about creativity and giftedness in mathematics education, grouped into four areas: (1) definitions and meanings, (2) learning environments, (3) teacher preparation, (4) educational policies and societal trends. The first three of these areas are addressed most specifically; the latter is given less attention, with much remaining to be researched. In the context of the topics most addressed, possible emphases in studying mathematical creativity and giftedness include cognitive, affective, conative (motivational), social, and behavioral aspects. The studies here focus mostly on the cognitive, social, and behavioral dimensions. I highlight some specific findings, offer comments, and suggest the need for greater future emphasis on affective and motivational variables. My response concludes with consideration of the value of prioritizing mathematical creativity and giftedness (or high ability), noting some troubling policy directions and societal trends that should be taken into serious account and studied.

Original languageEnglish (US)
Pages (from-to)147-157
Number of pages11
JournalZDM - Mathematics Education
Volume49
Issue number1
DOIs
StatePublished - Mar 1 2017

All Science Journal Classification (ASJC) codes

  • Education
  • General Mathematics

Fingerprint

Dive into the research topics of 'Mathematical creativity and giftedness: perspectives in response'. Together they form a unique fingerprint.

Cite this