Skip to main content
SpringerLink
Log in
Book cover

Broadening the Scope of Research on Mathematical Problem Solving pp 375–386Cite as

Mathematics Education and Creativity: A Point of View from the Systems Perspective on Creativity

  • Chapter
  • First Online:

Part of the book series: Research in Mathematics Education ((RME))

Abstract

Despite mathematics education being a well-established field, research dealing with creativity in mathematics is still developing. This chapter discusses the theme of creativity in mathematics from the “systems perspective” on creativity proposed by Csikszentmihalyi. This perspective was chosen because it presents an approach that comprehends creativity as the result of the interaction of three systems: the person (with their background and personal experiences), the domain (represented by culture and scientific production) and the field (represented by the social field). The chapter addresses problem-solving, problem posing and redefinition as didactic and methodological strategies that can favour the emergence of creative thought in mathematics.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Alencar, E. M. L. S., & Fleith, D. S. (2003a). Criatividade: múltiplas perspectivas (2ª ed.). Brasília: Editora da Universidade de Brasília.

    Google Scholar 

  • Alencar, E. M. L. S., & Fleith, D. S. (2003b). Contribuições teóricas recentes ao estudo da criatividade. Psicologia: Teoria e Pesquisa, 19(1), 1–8.

    Google Scholar 

  • Amabile, T. M. (2001). Beyond talent: John Irving and the passionate craft of creativity. American Psychologist, 56(4), 333–336.

    Article  Google Scholar 

  • Biermann, K. R. (1985). Űber Stigmata der Kreativität bei Mathematikern des 17. bis 19. Jahrhunderts. Rostocker Mathematik Kolloquium, 27, 5–22.

    Google Scholar 

  • Brito, M. R. F. (2006). Alguns aspectos teóricos e conceituais da solução de problemas matemáticos. In M. R. F. Brito (Ed.), Solução de Problemas e a Matemática Escolar (pp. 13–53). Campinas-SP: Editora Alínea.

    Google Scholar 

  • Brousseau, G. (1996). Os diferentes papéis do professor. In C. Parra & I. Saiz (Orgs.). Didática da Matemática: reflexões psicopedagógicas (pp. 48–72). Porto Alegre: Artes Médicas.

    Google Scholar 

  • Brousseau, G. (2008). Introdução ao estudo da teoria das situações didáticas: conteúdos e métodos de ensino. São Paulo: Ática.

    Google Scholar 

  • Carlton, L. V. (1959). An analysis of the educational concepts of fourteen outstanding mathematicians, 1790–1940, in the areas of mental growth and development, creative thinking and symbolism and meaning. Doctoral thesis, Northwestern University, Illinois.

    Google Scholar 

  • Chevallard, Y. (1991). La transposition didactique: Du savoir savant au savoir ensigné. Grenoble: La Pensée Sauvage.

    Google Scholar 

  • Cropley, A. J. (1999). Education. In M. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (Vol. 1, pp. 629–642). London: Academic Press.

    Google Scholar 

  • Csikszentmihalyi, M. (1988). Society, culture, and person: A systems view of creativity. In R. J. Sternberg (Org.), The nature of creativity (pp. 325–339). New York: Cambridge University Press.

    Google Scholar 

  • Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.

    Google Scholar 

  • Csikszentmihalyi, M. (1999a). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Org.), Handbook of creativity (pp. 313–335). New York: Cambridge University Press.

    Google Scholar 

  • Csikszentmihalyi, M. (1999b). Creativity across the life-span: A systems view. In N. Colangelo & S. Assouline (Orgs.), Talent development III (pp. 9–18). Scottsdale, AZ: Gifted Psychology Press.

    Google Scholar 

  • D’Ambrósio, B. S. (1993). Formação de professores de matemática para o século XXI: O grande desafio. Pro-Posições, 4(1), 35–41.

    Google Scholar 

  • D’Ambrósio, U. (2001). Etnomatemática: elo entre as tradições e a modernidade. Belo Horizonte: Autêntica.

    Google Scholar 

  • English, L. D. (1997). The development of fifth-grade children’s problem-posing abilities. Education Studies in Mathematics, 34, 183–217.

    Google Scholar 

  • Feldhusen, J. F., & Goh, B. E. (1995). Assessing and accessing creativity: An integrative review of theory, research and development. Creativity Research Journal, 8, 231–247.

    Article  Google Scholar 

  • Freitas, J. L. M. (1999). Situações Didáticas. In S. D. A. Machado (Org.) Didática da matemática: uma introdução. São Paulo: EDUC.

    Google Scholar 

  • Gontijo, C. H. (2007). Relações entre criatividade, criatividade em matemática e motivação em matemática de alunos do ensino médio. Unpublished doctoral dissertation. Universidade de Brasília, Brasília, Brazil.

    Google Scholar 

  • Gontijo, C. H. (2015). Técnicas de criatividade para estimular o pensamento matemático. Educação e Matemática, 135, 16–20.

    Google Scholar 

  • Gontijo, C. H. & Fleith, D. S. (2014). Assessment of creativity in mathematics. In E. M. L. S. Alencar, M. F. Bruno-Faria, & D. S. Fleith. (Orgs.). Theory and practice of creativity measurement (pp. 65–84).Waco, TX: Prufrock Press Inc.

    Google Scholar 

  • Haylock, D. W. (1985). Conflicts in the assessment and encouragement of mathematical creativity in schoolchildren. International Journal of Mathematical Education in Science and Technology, 16, 547–553.

    Article  Google Scholar 

  • Haylock, D. W. (1987). A framework for assessing mathematical creativity in schoolchildren. Educational Studies in Mathematics, 18, 59–74.

    Article  Google Scholar 

  • Higginson, W. (2000). Creativity in mathematics education: The role of the teacher. Paper presented at the 9th International Congress on Mathematical Education, Tokyo. Retrieved from: https://wwwmath.uni-muenster.de/u/meissne/WWW/creativity.crbh.doc

  • Kattou, M., Kontoyianni, K., Pitta-Pantazi, D., Christou, C., & Cleanthous, E. (2013). Connecting mathematical creativity to mathematical ability. International Journal on Mathematics Education, 45(2), 167–181.

    Google Scholar 

  • Lubart, T. (2007). Psicologia da criatividade. Porto Alegre: Artmed.

    Google Scholar 

  • Nakamura, J. & Csikszentmihalyi, M. (2003). Creativity in later life. In R. K. Sawyer (Org.), Creativity and development (pp. 186–216). New York: Oxford University Press.

    Google Scholar 

  • Pais, L. C. (2001). Didática da Matemática. Belo Horizonte: Autêntica.

    Google Scholar 

  • Polya, G. (1994). A arte de resolver problemas: um novo enfoque do método matemático. (Trans. Heitor Lisboa de Araújo). Rio de Janeiro: Interciência.

    Google Scholar 

  • Sarduy, A. F. (1987). Bases psicopedagógicas de la enseñanza de la solución de problemas matemáticos en la escuela primaria. La Habana: Editorial Pueblo e Educación.

    Google Scholar 

  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14, 19–28.

    Google Scholar 

  • Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27, 521–539.

    Article  Google Scholar 

  • Sternberg, R. J., & Grigorenko, E. L. (2004). Inteligência plena: Ensinando e incentivando a aprendizagem e a realização dos alunos. Porto Alegre: Artmed.

    Google Scholar 

  • Sternberg, R. J. & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Org.), Handbook of creativity (pp. 3–15). New York: Cambridge University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Cleyton Hércules Gontijo, Universidade de Brasília, Brasilia, Brazil

    Cleyton Hércules Gontijo

Authors
  1. Cleyton Hércules Gontijo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cleyton Hércules Gontijo .

Editor information

Editors and Affiliations

  1. Universidade do Algarve and UIDEF Instituto de Educação, Universidade de Lisboa, Lisbon, Portugal

    Nélia Amado

  2. Universidade do Algarve and UIDEF Instituto de Educação, Universidade de Lisboa, Lisbon, Portugal

    Susana Carreira

  3. School of Education, University of Southampton, Southampton, UK

    Keith Jones

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Gontijo, C.H. (2018). Mathematics Education and Creativity: A Point of View from the Systems Perspective on Creativity. In: Amado, N., Carreira, S., Jones, K. (eds) Broadening the Scope of Research on Mathematical Problem Solving. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-99861-9_16

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-99861-9_16

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-99860-2

  • Online ISBN: 978-3-319-99861-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation