The characteristics of mathematical creativity

By Bharath Sriraman. The Mathematics Educator, 2015

389 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/95b21fb4d294874748615b5e5538e3c273d09fcf

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In Experimental and Cognitive Psychology

In Visual Arts and Performing Arts

Citations in the corpus

Open-ended Approach: an Effort in Cultivating Students' Mathematical Creative Thinking Ability and Self-esteem in Mathematics (2016, methodology): “Mathematical creativity was simply defined as a choice by Poincare (Sriraman, 2004).”
Creativity and mathematical problem posing: an analysis of high school students' mathematical problem posing in China and the USA (2013, background): “The research literature on mathematical creativity has historically been sparse with an overreliance on the writings of eminent mathematicians of the nineteenth and twentieth centuries (Brinkmann & Sriraman, 2009; Sriraman, 2005).”
Developing the Mathematics Learning Management Model for Improving Creative Thinking in Thailand. (2015, background): “Whereas, Cropley (1992) and Sriraman (2009) claim that divergent thinking is important for creative thinking skill and learners should understand and identify problems before solving the problems.”
Factors that Influence Mathematical Creativity (2019, methodology): “(Sriraman, 2004, p.31).”
Level of student's creative thinking in classroom mathematics (2011, background): “It is reasonable to assume that people are creative, but the degree of creativity is different. The Idea of the level of student’s creative thinking has been expressed by experts, such as Gotoh (2004), and Krulik and Rudnick (1999).”
Technology-based assessment of creativity in educational context: the case of divergent thinking and its relation to mathematical achievement (2015, neutral): “…the relations between creativity and mathematical performance and/or mathematical creativity (e.g., Bahar & Maker, 2011; Idris & Nor, 2010; Nadjafikhah & Yaftian, 2013; Nadjafikhah, Yaftian, & Bakhshalizadeh, 2012; Pólya, 1973, 1981; Sak & Maker, 2006; Shriki, 2009; Silver, 1997; Sriraman, 2004).”
Teachers’ views on creativity in mathematics education: an international survey (2013, background): “Exploring the characteristics of mathematical creativity through a qualitative study involving five creative mathematicians, Sriraman (2004) found that, in general, social interaction, imagery, heuristics, intuition, and proof were common characteristics.”
The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics (2015, background): “Mathematical creativity differs from artistic creativity in terms of creative personality, the creative process, and the creative product (Sriraman, 2009).”
Levels of mathematical creativity in model-eliciting activities (2014, background): “Many of these definitions specifically refer to the complexity of the construct (Chamberlin & Moon 2005; Fetterly 2010; Sriraman 2004).”
Notions of Creativity in Mathematics Education Research: a Systematic Literature Review (2021, background): “Looking at research on creativity in mathematics education, there is a multitude of different aspects to be studied as well as many underlying theoretical assumptions on creativity (Leikin & Sriraman, 2017b; Pitta-Pantazi et al., 2018; Sriraman, 2009).”
Pre-service primary teachers’ conceptions of creativity in mathematics (2010, background): “Creativity in mathematics comes from more than a sound knowledge base; it comes from the ability to break free from established mind-sets, to see possibilities beyond and to apply a broad range of mathematical knowledge in seeing opportunities (Cropley, 1992; Haylock, 1997; Sriraman, 2009b ).”
Creativity in Mathematics and the Education of Gifted Students (2009, background): “Thus, heuristics can be viewed as a decision-making mechanism, which lead the mathematician down a certain path, the outcome of which may or may not be fruitful (Sriraman, 2009).”