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Award ID contains: 1836371

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  1. ; ; ; ; ; (, Journal of Creativity)
    Full Text Available 
  2. ; ; ; ; (, Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education)
    Karunakaran, S.; Reed, Z.; Higgins, A. (Ed.)
    Accepted Manuscript Full Text Available
  3. ; ; ; ; (, Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education)
    Accepted Manuscript Full Text Available
  4. ; ; ; ; (, International Journal of Mathematical Education in Science and Technology)
    null (Ed.)
    Full Text Available 
  5. ; ; (, Proceedings of the ICME-14 Topic Study Group 18 Students’ identity, motivation, and attitude towards mathematics and its study)
    Vollstedt, M. (Ed.)
    Accepted Manuscript Full Text Available
  6. ; ; ; ; ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico)
    null (Ed.)
    Full Text Available 
  7. ; ; ; ; ; (, Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education)
    null; null; null (Ed.)
    Through participation in a research project on fostering creativity in calculus, two instructors showed shifts in their beliefs on teaching. Participation in the project entailed creating mathematical tasks designed to elicit creative responses from students. Support for task development included participation in weekly online professional development sessions. In this paper, we share one instructor’s shifts in beliefs as well as alignment of her pre-existing beliefs with pedagogical actions. Preliminary analysis of her entrance tickets to the professional development sessions and her exit interview indicates that this instructor a) shifted her previous beliefs about a perceived time pressure and b) manifested her existing beliefs into actions regarding multiple-approach tasks. 
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    Accepted Manuscript Full Text Available
  8. ; ; ; ; ; (, Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education)
    null; Z. Reed, A. Higgins (Ed.)
    Fostering students’ mathematical creativity necessitates certain instructional actions - one of which is designing and implementing tasks that foster creativity. Drawing on the literature on mathematical creativity, we describe existing research-based features of tasks for eliciting student creativity, or creativity-based tasks, and provide suggestions for implementation of such tasks. Based on these features, we analyzed two instructors’ first experiences designing and implementing creativity-based tasks in Calculus I. Both instructors’ frequent use of the multiple- solutions feature suggests that this feature could be an entry-point for designing and implementing creativity-based tasks for other instructors seeking to foster creativity. 
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    Accepted Manuscript Full Text Available