Creativity: The Essence of Mathematics

By E. Mann. 2006

358 citations recorded by the source corpus.

Subfields: Applied Mathematics, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ea1110cdb8219a32db879b948d6aaefde5da8626

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In Applied Mathematics

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Pre-service primary teachers’ conceptions of creativity in mathematics (2010, background): “(Mann, 2006, p. 237) There is a concern to provide this experience in the UK (where creative thought is often described as a thinking-, key- or life-skill (SEED, 2006)) and in many other parts of the world (e.g. Diakidoy & Kanari, 1999; Tan, 2000; Kwon et al., 2006; Mann, 2006).”
Creative mathematics teaching in the eye of the beholder: focusing on teachers' conceptions (2011, background): “This trend leads to the appreciation of the centrality of creativity in the mathematics classroom (Haylock 1987; Mann 2006; Bolden, Harries, and Newton 2010) and the importance of developing creativity in each and every student, as well as in each and every teacher.”
An Exploratory Study of Relationships between Students’ Creativity and Mathematical Problem-Posing Abilities (2011, background): “13), there is a lack of an accepted definition of mathematical creativity (Mann, 2006).”
Mathematical creativity in generally gifted and mathematically excelling adolescents: what makes the difference? (2013, background): “Creativity is a complex concept, considered by various scholars from different points of view (Haylock 1987; Mann 2006; Sriraman 2005).”
Factors that Influence Mathematical Creativity (2019, background): “math learning and math knowledge (Mann, 2005). Nadjafikhah, Yaftian, and Bakhshalizadeh (2012) support this claim in stating “.”
The education of mathematically gifted students: Some complexities and questions (2011, background): “Mann (2006) affirmed that analysis of the research attempting to define mathematical creativity revealed how the lack of an accepted definition for mathematical creativity hinders research effort.”
Evaluating mathematical creativity: The interplay between multiplicity and insight 1 (2013, background): “As in the case of general creativity, providing a precise and broadly accepted definition of mathematical creativity is extremely difficult and probably impossible to achieve (Haylock, 1987; Leikin, 2009b, Leikin & PittaPantazi, 2013; Mann, 2006).”
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, background): “Furthermore, flexibility in math is arguably one of the defining characteristics of the mathematically gifted (Mann, 2006).”
Levels of mathematical creativity in model-eliciting activities (2014, background): “Mann (2006) asserts that the solving these type of problems is a step in the direction of mathematical creativity.”
Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability (2011, background): “Creativity in math problem solving requires various attributes in addition to divergent thinking or knowledge and skills in math (Hong & Aqui, 2004; Kaizer & Shore, 1995; Livne &Milgram, 2006; Mann, 2006, 2009).”