S. Karunakaran, Z. Reed
(Ed.)
Fostering mathematical creativity in the classroom requires intentional actions on the part of the instructor. We examine the teaching actions that students in a creativity-based Calculus I course report as contributing to their sense of creativity. Based on interview data, we found the four overall types of teaching actions: Task-Related, Teaching-Centered, Inquiry Teaching, and Holistic Teaching. We discuss subtypes as well as concrete actions, to provide actionable steps practitioners can take to foster students’ creativity.
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