Creativity: Cultural Capital in Mathematics Education

  • Rae Ann Hirsh
Living reference work entry


Inventiveness; Originality; Problem-solving; Resourcefulness; Social capital

The average mathematics classroom is dominated with step-by-step directions, algorithms, and logical formulas for problem-solving and resembles classroom environments from the 1800s rather than the integrated and collaborative work environments of the twenty-first century (Dwyer et al. 2014). In the past, this may have been sufficient for problem-solving due to the tools available to students. However, access to cultural goods, tools, resources, and technologies has changed dramatically in the past few decades and has radically changed the tools available to students. Mathematics is integrated in contemporary culture with a STEM (Science, Technology, Engineering, Mathematics) foci. With this change, creativity has emerged as the new cultural capital of the mathematics classroom. Creativity is needed to address current and future problem-solving challenges of the twenty-first century and beyond.



Social Capital Mathematics Education Cultural Capital Mathematics Classroom Divergent Thinking 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Copyright information

© Springer Science+Business Media LLC 2017

Authors and Affiliations

  1. 1.Early ChildhoodCarlow UniversityPittsburghUSA