Exploring Mathematical Creativity Using Multiple Solution Tasks

By R. Leikin. 2009

332 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ecf210a095d6a8bf9c50df27b918499603d30014

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Teachers’ views on creativity in mathematics education: an international survey (2013, background): “However, analysis of research literature devoted to deep analysis of teachers’ conceptions of creativity in teaching mathematics clearly demonstrates that this issue is underdeveloped in mathematics education research (Leikin 2009, 2010, 2011).”
Tasks that may occasion mathematical creativity: teachers’ choices (2013, background): “Fluency and flexibility, two hallmarks of divergent thinking, are also associated with creativity (Haylock 1997; Jung 2001; Leikin 2009; Levenson 2011; Torrance 1965).”
Notions of Creativity in Mathematics Education Research: a Systematic Literature Review (2021, methodology): “In recent works, so-called Multiple Solution Tasks (MSTs, Leikin, 2009), originally intended to capture the concept of creativity on the basis of this framework, have also been used to address so-called “authentic” tasks, real-world situations, and “extreme” tasks, which lead to conceptual changes…”
Factors that Influence Mathematical Creativity (2019, background): “Certain teaching approaches have been examined and mathematics psychology researchers claim positive effects on students’ mathematics creativity such as open-ended questions, Model-Eliciting Activities, and Multiple Solution Tasks (Lesh 2000, Chamberin & Moon 2005, Leikin 2009).”
The education of mathematically gifted students: Some complexities and questions (2011, methodology): “Among other findings, we discovered that as the result of systematic implementation of Multiple Solution Tasks in mathematical instruction, students' flexibility and fluency significantly increased.”
The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity (2017, background): “Most measuring tools of mathematical creativity include a measurement of divergent thinking ability, such as the Make-up Problems Test (Getzels & Jackson, 1962), the Creative Ability in Mathematics Test (Balka, 1974), the Divergent Production in Mathematics (Haylock, 1987a, 1997), the Mathematical C”
Creative mathematics teaching in the eye of the beholder: focusing on teachers' conceptions (2011, background): “The relative nature of creativity in this study The distinction between absolute and relative creativity is essential for our study (Leikin 2009; objective and subjective creativity, Lytton 1971).”
Mathematical creativity in generally gifted and mathematically excelling adolescents: what makes the difference? (2013, methodology): “This model, which was validated in previous studies (Leikin 2009; Levav-Waynberg and Leikin 2013), was accepted and employed in this study with a different set of problems.”
The effect of bilingualism on creativity: Developmental and educational perspectives (2013, methodology): “…accurate compared with fluency; it was also revealed that the final creativity scores did not depend significantly on whether the resulting formula for creativity scoring included fluency scores or not (Leikin, 2009) The test was carried out twice: in June–July 2009 and in August–September 2010.”