Cultivating divergent thinking in mathematics through an open-ended approach

By Oh Nam Kwon, J. Park, J. Park. 2006

217 citations recorded by the source corpus.

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The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity (2017, background): “Kwon, Park, and Park (2006) proposed that mathematical creativity consists of the ability to create new knowledge and flexible problem-solving.”
The education of mathematically gifted students: Some complexities and questions (2011, background): “Recommended Citation Leikin, Roza (2011) "The education of mathematically gifted students: Some complexities and questions," The Mathematics Enthusiast: Vol. 8 : No. 1 , Article 9.”
Mathematical creativity in generally gifted and mathematically excelling adolescents: what makes the difference? (2013, methodology): “This evaluation model was first introduced in Leikin (2009) and then employed in Levav-Waynberg and Leikin (2012, 2013) and in Guberman and Leikin (2012).”
Tasks that may occasion mathematical creativity: teachers’ choices (2013, background): “Levenson (2011), for example, demonstrated this type of flexibility in a fifth-grade classroom.”
Pre-service primary teachers’ conceptions of creativity in mathematics (2010, unknown): “Diakidoy & Kanari, 1999; Tan, 2000; Kwon et al., 2006; Mann, 2006).”