Creativity within shifts of knowledge in the mathematics classroom

Rina  Hershkowitz; Michal Tabach; Tommy Dreyfus

Creativity within shifts of knowledge in the mathematics classroom

Rina Hershkowitz, Michal Tabach, Tommy Dreyfus

School of Education

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

In this study creativity is taken in its most common meaning: the ability to transcend
traditional ideas, rules, patterns, relationships, and the like, and to create meaningful
new ideas. During the last few years, we have been investigating knowledge shifts
among different settings in inquiry-based classrooms. The goal of the current study is
to investigate creative mathematical thinking within the shifts of knowledge in an
inquiry-based mathematics classroom. We demonstrate the creativity within shifts of
knowledge via a whole class discussion and a group work. The shifts of creative
knowledge started with an individual student and often served as a kind of milestone
in the inquiry of the topic.

Original language	English
Title of host publication	Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education
Editors	Csaba Csíkos, Attila Rausch, Judit Szitányi
Place of Publication	Szeged, Hungary
Publisher	PME
Pages	385-392
Number of pages	8
Volume	2
ISBN (Print)	9781365458521
State	Published - 2016
Event	44th Conference of the International Group for the Psychology of Mathematics Education - Khon Kaen, Thailand Duration: 19 Jul 2021 → 22 Jul 2021 Conference number: 44

Publication series

Name	PME Conference. Proceedings
ISSN (Print)	0771-100X

Conference

Conference	44th Conference of the International Group for the Psychology of Mathematics Education
Abbreviated title	PME
Country/Territory	Thailand
City	Khon Kaen
Period	19/07/21 → 22/07/21

Cite this

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title = "Creativity within shifts of knowledge in the mathematics classroom",

abstract = "In this study creativity is taken in its most common meaning: the ability to transcendtraditional ideas, rules, patterns, relationships, and the like, and to create meaningfulnew ideas. During the last few years, we have been investigating knowledge shiftsamong different settings in inquiry-based classrooms. The goal of the current study isto investigate creative mathematical thinking within the shifts of knowledge in aninquiry-based mathematics classroom. We demonstrate the creativity within shifts ofknowledge via a whole class discussion and a group work. The shifts of creativeknowledge started with an individual student and often served as a kind of milestonein the inquiry of the topic.",

author = "Rina Hershkowitz and Michal Tabach and Tommy Dreyfus",

note = "This study is supported by the Israel Science Foundation, no. 446/10; 44th Conference of the International Group for the Psychology of Mathematics Education ; Conference date: 19-07-2021 Through 22-07-2021",

year = "2016",

language = "אנגלית",

isbn = "9781365458521",

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pages = "385--392",

editor = "Cs{\'i}kos, {Csaba } and Rausch, {Attila } and Szit{\'a}nyi, {Judit }",

booktitle = "Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education",

}

Hershkowitz, R, Tabach, M & Dreyfus, T 2016, Creativity within shifts of knowledge in the mathematics classroom. in C Csíkos, A Rausch & J Szitányi (eds), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. vol. 2, PME Conference. Proceedings, PME, Szeged, Hungary, pp. 385-392, 44th Conference of the International Group for the Psychology of Mathematics Education, Khon Kaen, Thailand, 19/07/21.

Creativity within shifts of knowledge in the mathematics classroom. / Hershkowitz, Rina ; Tabach, Michal ; Dreyfus, Tommy.
Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. ed. / Csaba Csíkos; Attila Rausch; Judit Szitányi. Vol. 2 Szeged, Hungary: PME, 2016. p. 385-392 (PME Conference. Proceedings).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - In this study creativity is taken in its most common meaning: the ability to transcendtraditional ideas, rules, patterns, relationships, and the like, and to create meaningfulnew ideas. During the last few years, we have been investigating knowledge shiftsamong different settings in inquiry-based classrooms. The goal of the current study isto investigate creative mathematical thinking within the shifts of knowledge in aninquiry-based mathematics classroom. We demonstrate the creativity within shifts ofknowledge via a whole class discussion and a group work. The shifts of creativeknowledge started with an individual student and often served as a kind of milestonein the inquiry of the topic.

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Creativity within shifts of knowledge in the mathematics classroom

Abstract

Publication series

Conference

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