colloquium

					Re-Awakening Wonder:

Creativity in Elementary
     Mathematics

                       Colloquium
                December 9, 2011
                Leslie Anne Waite
Beginnings
What do mathematicians do?
So, how do we think like
    mathematician?
Re-Awakening Wonder
What is creativity in mathematics?

Who has mathematical creativity?

Why is it important to be mathematically
creative?

Where do we encounter mathematical creativity?

How do we foster creativity in young
mathematicians?
  A sense of
  wonder…
“There is no creativity
in mathematics!” she
replied emphatically to
the description of my
thesis proposal.
What is
creativity?
   How is it
 manifested in
 mathematics?
        Creativity
BIG C                little c
BIG C Creativity
          EUREKA! moments

          creative genius

          influence or change
          what is viewed as
          important in society

          long-lasting
          acknowledgement of
          their contributions
         little c creativity
Oh! I get it! moments

every day activities of
all people

creative events may be
overwritten

changes to one
individual’s
understanding of the
world.
                        To CREATE
“..the skill that enables us to deal with new
situations that we have never confronted before.”
Sternberg, R. J., Jarvin, L., & Grigorenko, E. L. (2009) Teaching for
wisdom, intelligence, creativity, and success. Thousand Oaks, CA:
Corwin Press.
Who is mathematically
            creative?
Why is it important to be
        creative?
Creativity Portal
  Learning and Teaching Scotland
The Questions
           The Questions
What does mathematical creativity look like
  in a grade three FI classroom?
Will I recognize it in all my students?
What structures and strategies will promote
  the growth of mathematical creativity?
          The Questions
How can metacognitive strategies for
  wondering, discussing, and reflecting help
  grade three FI students recognize and
  develop personal creativity in
  mathematics?
Can mathematical creativity be captured and
  discussed by 8-year olds?
The Research Site and Cohort
 •   Large semi-urban public school—relatively new
     building

 •   35% ESL

 •   3rd year into the building an FI programme

 •   1st year into seeking accreditation as an
     International Baccalaureate Primary Years
     Progamme school
The Research Site and Cohort
 •   Cohort has been together for 3 consecutive
     years, with very little change to its population

 •   100% SLLs

 •   12 boys, 7 girls; 12 oldest, 6 youngest, 1 middle

 •   2 students are also Canadian-born ELLs, making
     French their 3rd language
   How do we foster
mathematical creativity?
Making Thinking Visible
“Meaning making is not a spectator sport.
Knowledge is a constructive process rather
than a finding. It is not content stored in
memory but the activity of constructing it that
gets stored in memory. Humans don’t get
ideas, they make them.”


Costa, A. (2008). School as a home for the mind: Creating
mindful curriculum, instruction, and dialogue. Thousand
Oaks, CA: Corwin Press.
    “…too often the thinking that is
 required to turn activity into learning is
             left to chance.”



Ritchhart, R., Church, M., & Morrison, K., (2011). Making thinking
visible: How to promote engagement, understanding, and
independence for all learners. San Francisco, CA: Jossey-Bass
Metacognitive Strategies
Double Entry       Wait Time
Journal
                   No Hand
Mathematical       Responses
Quick Writes
                   Pinball
Think-Pair-Share   Questioning
Burning
Questions
Spokesperson
          Research in Action
Promise and Perils of Classroom Research by the Teacher
Teacher-Researcher
Collecting Data
Analyzing the Data
Re-Awakening Wonder
Who decides?
Re-Awakening Wonder:

Creativity in Elementary
     Mathematics

                       Colloquium
                December 9, 2011
                Leslie Anne Waite

				
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posted:12/31/2011
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