## What are the characteristics of mathematical creativity? An empirical and theoretical investigation of mathematical creativity.

##### Permanent lenke

http://hdl.handle.net/10037/5782##### Dato

2013-12-17##### Type

Doctoral thesisDoktorgradsavhandling

##### Forfatter

Haavold, Per Øystein##### Sammendrag

The main research question in this research project was "what are the characteristics of mathematical creativity?" It was investigated both qualitatively and quantitatively and the findings are presented in four articles. In the first article, three high achieving students were given an unfamiliar trigonometric problem. The findings indicate strongly that the student’s way of thinking is strongly linked with imitative reasoning and only when received some form of guidance, were they able to display creative and flexible reasoning. In the second article, a theoretical model for optimizing creativity was investigated empirically using ANCOVA. Intrinsic motivation and an aesthetic sense of mathematics were found to be significant predictors of mathematical creativity. The data also revealed a strong relationship between mathematical achievement and mathematical creativity.
The third article looked at differences in mathematical creativity between 8th grade students and 11th grade students. Older students were found to score significantly higher on the mathematical creativity test. A proposed explanation for this is that the older students have three more years of schooling and might have developed a stronger connectedness of their mathematical knowledge base. Article four is a commentary and synthesis of three articles on mathematical creativity, giftedness and ability. The synthesis revealed that mathematical creativity is strongly linked with mathematical ability, spatial cognitive style and high intelligence.

##### Beskrivelse

The papers of this thesis are not available in Munin:

1. Haavold, P.: 'What characterises high achieving students' mathematical reasoning', The Elements of Creativity and Giftedness in Mathematics Advances in Creativity and Giftedness (2011), vol. 1:193-215. Available at http://dx.doi.org/10.1007/978-94-6091-439-3_13

2. Haavold, P.: 'An empirical investigation of a theoretical model for mathematical creativity', (manuscript).

3. Haavold, P.: 'Differences in mathematical creativity between 14 year old and 17 year old students', (manscript).

4. Sriraman, B., Haavold, P. & Lee, K.: 'Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward', ZDM (2013), vol. 45(2):215-225. Available at http://dx.doi.org/10.1007/s11858-013-0494-6

1. Haavold, P.: 'What characterises high achieving students' mathematical reasoning', The Elements of Creativity and Giftedness in Mathematics Advances in Creativity and Giftedness (2011), vol. 1:193-215. Available at http://dx.doi.org/10.1007/978-94-6091-439-3_13

2. Haavold, P.: 'An empirical investigation of a theoretical model for mathematical creativity', (manuscript).

3. Haavold, P.: 'Differences in mathematical creativity between 14 year old and 17 year old students', (manscript).

4. Sriraman, B., Haavold, P. & Lee, K.: 'Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward', ZDM (2013), vol. 45(2):215-225. Available at http://dx.doi.org/10.1007/s11858-013-0494-6

##### Forlag

Universitetet i TromsøUniversity of Tromsø

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