Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians

By S. Chamberlin, S. Moon. 2005

241 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/837125e4d211a62e62c750670e3d55168a9be6d0

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In Education

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Model-Eliciting Activities (MEAs) as a Bridge Between Engineering Education Research and Mathematics Education Research (2008, background): “While furnishing an avenue for underperforming students to experience and exhibit success in mathematics, they also proved effective as a diagnostic tool for gifted and highly creative youngsters [52, 53].”
Modeling in Engineering: The Role of Representational Fluency in Students' Conceptual Understanding (2013, background): “MEAs are realistic, interdisciplinary, team-based, nonroutine problems (Chamberlin & Moon, 2005); they allow researchers and teachers to observe students’ development of conceptual models as they go through the cycle of expressing, testing, and revising their solutions.”
Factors that Influence Mathematical Creativity (2019, background): “Chamberlin and Moon (2005) described MEAs as mathematical tasks that require students to create models and solve complex problems.”
The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity (2017, background): “Chamberlin and Moon (2005) argued that gifted and creative students possess the abilities to generate novel and useful responses to application problems in mathematics.”
Levels of mathematical creativity in model-eliciting activities (2014, methodology): “Literature also points out that such model-eliciting tasks can be used as instruments to develop creativity and to identify creative giftedness (Chamberlin & Moon 2005; Fox 2006; Freiman 2006; Lesh 2001).”
The education of mathematically gifted students: Some complexities and questions (2011, background): “The following twelve papers, from among more than 1,000 published in the past ten years, form an almost complete list: Chamberlin & Moon, 2005; Hodge & Kemp, 2006; Hong & Aqui, 2004; Koichu & Berman, 2005; Kwon, Park & Park, 2006; Mann, 2006; Nokelainen, Tirry & Merenti-Valimaki, 2007;…”