Abstract
In this commentary we synthesize and critique three papers in this special issue of ZDM (Leikin and Lev; Kattou, Kontoyianni, Pitta-Pantazi, and Christou; Pitta-Pantazi, Sophocleous, and Christou). In particular we address the theory that bridges the constructs of "mathematical creativity" and "mathematical giftedness" by reviewing the related literature. Finally, we discuss the need for a reliable metric to assess problem difficulty and problem sequencing in instruments that purport to measure mathematical creativity, as well as the need to situate mathematics education research within an existing canon of work in mainstream psychology.
| Original language | English |
|---|---|
| Pages (from-to) | 215-225 |
| Number of pages | 11 |
| Journal | ZDM - International Journal on Mathematics Education |
| Volume | 45 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 2013 |
Keywords
- Creativity
- Gestaltism
- Mathematical creativity
- Problem sequencing and metrics
- Psychology, mathematics education
- Qualitative psychometrics
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