Raising the bar for mathematically gifted students through creativity-based mathematics instruction

Abstract

ABSTRACT Student ability to demonstrate mathematical creativity positively affects their mathematical learning. Further, creativity-based mathematical instruction (CBMI) may enhance divergent thinking and precipitate a highly creative mathematical learning environment . In this literature review and discussion, it is posited that CBMI has distinctively beneficial influences on mathematically gifted students’ learning processes and products. With CBMI, a value is placed on creative output, which differs from dispositions generated in algorithmically based classrooms, which may arrest creative or divergent thought. Procedure-based teacher instruction abates mathematically gifted students’ creative possibilities and restricts their thinking potential. By placing unnecessary constraints on mathematical thought, teachers restrict mathematically gifted students’ ability to produce divergent thoughts that may lead to creative products. Contemporary interpretations of giftedness include creativity as a characteristic, and therefore should be considered in mathematical learning episodes. By incorporating CBMI and promoting a mathematical environment in which creativity is valued, mathematics classrooms are raising the learning ceiling for mathematically gifted students. CBMI allows students to explore concepts and construct understanding conceptually and creatively.