Abstract
One of our aims as mathematics educators is to promote students’ mathematical creativity. Mathematics teachers of all ages hold various beliefs regarding the nature of creativity in general and mathematics creativity specifically, the characteristics of mathematically creative students, how to promote mathematical creativity, and more. The first part of this chapter surveys studies (taken from the general creativity literature as well as from the mathematics education literature) which have investigated both prospective and practicing teachers’ beliefs regarding mathematical creativity in school. The second part of the chapter reviews studies related to professional development and mathematical creativity, discussing different approaches to enhancing both prospective and practicing teachers’ appreciation for mathematical creativity.
| Original language | English |
|---|---|
| Title of host publication | International Handbook of Mathematics Teacher Education |
| Subtitle of host publication | Volume 1: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, Second Edition |
| Publisher | Brill |
| Pages | 185-209 |
| Number of pages | 25 |
| Volume | 1 |
| ISBN (Electronic) | 9789004418875 |
| ISBN (Print) | 9789004418851 |
| DOIs | |
| State | Published - 1 Jan 2019 |