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Mathematical Creativity and School Mathematics

In Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future (Committee on Science, Engineering, and Public Policy, 2005) members of the National Academy of Science developed a list of recommended actions needed to ensure that the United States can continue to compete globally. The top recommendation was to increase America's talent pool by vastly improving K-12 mathematics and science education (pp. 91-110).

One of the strengths of the United States economic growth has been the creativity of its citizens. Inherent in the recommendations above is the need for growth and innovation, both of which are fueled by creativity. This study investigates several means of identifying mathematical creativity as a first step in identifying and nurturing this talent.One of the strengths of the United States economic growth has been the creativity of its citizens. Inherent in the recommendations above is the need for growth and innovation, both of which are fueled by creativity. This study investigates several means of identifying mathematical creativity as a first step in identifying and nurturing this talent.

CONTENTS
LIST OF TABLES
LIST OF FIGURES
CHAPTER
I. INTRODUCTION AND OVERVIEW OF THE RESEARCH
Introduction
Statement of the Problem
Research Questions
Summary
II. REVIEW OF THE LITERATURE
Definition of Mathematical Creativity
Development of Mathematical Creativity
Student Achievement and Mathematical Creativity
Testing, Accountability and Mathematical Creativity
Mathematical School Experiences and Mathematical Creativity
Indicators of Mathematical Creativity
Measurement of Mathematical Creativity
Summary
III. METHODS AND PROCEDURES
Sample Population
Research Design
Instrumentation
Data Collection
Scoring of Instruments
Data Analysis – Assumptions of Statistical Tests
IV. RESULTS
Research Question
Research Findings
Research Question, part (a)
Research Question, part (b)
Research Question, part (c)
Research Question, part (d)
Research Question, part (e)
Research Question, part (f)
V. DISCUSSION, IMPLICATIONS AND RECOMMENDATIONS
Discussion
Implications
Limitations
Suggestions for Future Research
Conclusion
REFERENCES
APPENDICES
A. The Creative Ability in Mathematics Test
B. Carlton’s Characteristics of the Potentially Creative Mathematical Thinker
C. Sample Items from the Connecticut Mastery Test of Mathematics
D. How I Feel About Math
E. Scales for Rating the Behavioral Characteristics of Superior Students (Creativity and Mathematics)
F. Scoring Procedures and Weights for the Creative Ability in Mathematics Test
G. Permission to use the Creative Ability in Mathematics Test

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Mathematical Creativity and School Mathematics