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Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward

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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.

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Authors and Affiliations

  1. The University of Montana, Missoula, USA

    Bharath Sriraman

  2. University of Tromsø, Tromsö, Norway

    Per Haavold

  3. Seoul National University, Seoul, Korea

    Kyeonghwa Lee

Authors
  1. Bharath Sriraman
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  2. Per Haavold
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  3. Kyeonghwa Lee
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Correspondence to Bharath Sriraman.

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Sriraman, B., Haavold, P. & Lee, K. Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward. ZDM Mathematics Education 45, 215–225 (2013). https://doi.org/10.1007/s11858-013-0494-6

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  • DOI: https://doi.org/10.1007/s11858-013-0494-6

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