On the culture of creativity in mathematics education

Abstract

Culture of creativity in mathematics education is grounded in defi nitions of creativity which underline our research and eff orts of its classroom facilitation. However, the statement “there is no single, authoritative perspective or defi nition of creativity in mathematics education” (Mann, 2006; Sriraman, 2005; Leikin, 2011, Kattou et al., 2011) leaves practitioners without an idenifi able viewpoint in teaching. Th erefore culture of creativity in mathematics education doesn’t have solid foundations confl ating, among other things, a research into creativity with research into giſt edness. Prabhu and Czarnocha (2014) have argued at PME 38 for the acceptance of bisociation of Koestler’s Act of Creation, that is a spontaneous leap of insight’ as the authoritative defi nition of creativity. Th e paper presents this bisociation theory of an “Aha!” moment and identifi es this moment as one during which mind can focus and eliminate inhibiting habits of mind. Th e paper explores cultural values brought forth by the new defi nitions of creativity such as its democratization, the unity of creativity, motivation in learning, and the simultaneity of attention. Th e examples and methods of classroom facilitation are henceforth presented. Th e distinction between bisociative and associative thinking shows and introduces the concept of simultaneity of attention as new type of attention in learning (Mason, 2008). Key