Creative Imagination in Memorization in Mathematics Learning

Abstract

Creative imagination and memorization are complementary abilities in learning mathematics (Vygotsky, J Russian East Eur Psychol 42(1):7–97, 2004). These complementary abilities engage “movement” in learning mathematics among “realities” (e.g., personal and social experience, emotion, and cultural practices) (see also Dewey, Experience and education. Touchstone, New York, 1938/1997). Creative imagination in memorization “embraces” forces of contradictions (e.g., differentiation, convergence, and emergence) (see Tan, Creativity in cross-disciplinary research. In: Shiu E (ed) Creativity research: an interdisciplinary and multidisciplinary research handbook. Routledge, London, pp 68–85, 2013; Tan, Teaching mathematics creatively. In: Wegerif R, Li L, Kaufman J (eds) The handbook of research on teaching thinking. Routledge, London, pp 411–423, 2015). Possibilities as the core of creative learning in mathematics unfold in purposeful, playful, non-structured, social, and ethical activities (see Craft, Curric J 10(1):135–150, 1999).