学校儿童创造力评价框架.pdf

DEREK W. H A Y L O C K A F R A M E W O R K F O R A S S E S S I N G M A T H E M A T I C A L C R E A T I V I T Y I N S C H O O L C H I L D R E N ABSTRACT. In spite of the neglect of the study of creativity specifically within the subject of school mathematics, the notion of creativity is apparently considered by many mathematical educators to be relevant and important in terms of children doing mathematics. Some of the research and literature associated with creativity in school mathematics, mainly from English speaking countries, is reviewed. Particular attention is given to attempts to assess creative ability in school mathematics. Two key aspects emerge: the ability to overcome fixations in mathematical problem-solving, and the ability for divergent production within mathematical situations. It is proposed that these might form the basis for a framework for fostering and rewarding mathematical creativity in schoolchildren. I N T R O D U C T I O N An eleven year old pupil given the problem of finding as many shapes as possible with an area of 2 cm 2 which can be made by joining up dots on a nine dot centimetre square grid included in his responses the diagram shown in Figure 1. Another eleven year old, given the instructions to write down as many things as you can think of that the numbers 16 and 36 have in common, responded with: they are both divisible by 2, they are both divisible by 4, they are both less than 40, they both contain a 6 as the last digit, they are both greater than 15, they are both whole number