The Seven Trans-Disciplinary Habits of Mind: Extending the TPACK Framework towards 21st Century Learning.

In the literature, problem-posing abilities are reported to be an important aspect/indicator of creativity in mathematics. The importance of problem-posing activities in mathematics is emphasized in educational documents in many countries, including the USA and China. This study was aimed at exploring high school students' creativity in mathematics by analyzing their problem-posing abilities in geometric scenarios. The participants in this study were from one location in the USA and two locations in China. All participants were enrolled in advanced mathematical courses in the local high school. Differences in the problems posed by the three groups are discussed in terms of quality (novelty/elaboration) as well as quantity (fluency). The analysis of the data indicated that even mathematically advanced high school students had trouble posing good quality and/or novel mathematical problems. We discuss our findings in terms of the culture and curricula of the respective school systems and suggest implications for future directions in problem-posing research within mathematics education.

http://hs.umt.edu/math/research/technical-reports/documents/2011/20_2011_vanHarpenSriraman.pdf

Creativity and mathematical problem posing: an analysis of high school students' mathematical problem posing in China and the USA

The relationship between domain-general and domain-specific creative thinking ability was examined in 3 studies using structural equation modeling. Learning disability, ethnicity, gender, and age/grade were included in the model to test their differential effects on general and specific creative thinking. In Study 1 (N = 130), learning disability, grade (high school, college), and gender were included in the model in addition to the 2 latent variables (general and specific creative thinking ability). In Study 2, with elementary students (N = 108), ethnicity, grade (4th, 5th, and 6th graders), and gender were included. In Study 3, with preschool children (N = 71), age and gender were included. In all 3 studies, domain-general and domain-specific creative thinking ability were found to be distinguishable yet related, and the former had a causal effect on the latter. Age/grade level, gender, ethnicity, and learning disability status discriminated the 2 constructs—general and specific creative thinking abilit...

Creative Thinking Ability: Domain Generality and Specificity

Despite the recent evidence for a multi-component nature of both visual imagery and creativity, there have been no systematic studies on how the different dimensions of creativity and imagery might interrelate. Aims The main goal of this study was to investigate the relationship between different dimensions of creativity (artistic and scientific) and dimensions of visualization abilities and styles (object and spatial). In addition, we compared the contributions of object and spatial visualization abilities versus corresponding styles to scientific and artistic dimensions of creativity. Samples Twenty-four undergraduate students (12 females) were recruited for the first study, and 75 additional participants (36 females) were recruited for an additional experiment. Method Participants were administered a number of object and spatial visualization abilities and style assessments as well as a number of artistic and scientific creativity tests. Results The results show that object visualization relates to artistic creativity and spatial visualization relates to scientific creativity, while both are distinct from verbal creativity. Furthermore, our findings demonstrate that style predicts corresponding dimension of creativity even after removing shared variance between style and visualization ability. The results suggest that styles might be a more ecologically valid construct in predicting real-life creative behaviour, such as performance in different professional domains

Creativity, visualization abilities, and visual cognitive style

This study investigated the commonalities and differences between motor creativity and creative thinking in children and how executive functions differently influence them. Thirty-one children, aged 7 to 8 years, were administered Bertsch Test of Motor Creativity, Torrance Test of Creative Thinking, the Random Number Generation (RNG) task tapping executive functions, and the Movement Assessment Battery for Children (M-ABC). Scores for three dimensions of motor creativity and creative thinking (fluency, flexibility, and originality), selected indexes of executive function (inhibition and working memory updating) and motor competence scores were submitted to correlational and regression analyses. Results showed that there is no association between motor creativity and motor competence, but a significant association between creative moving and thinking for all their dimensions except for originality. Moreover, originality in thinking was predicted by low inhibitory ability, although originality in moving by ...

Motor Creativity and Creative Thinking in Children: The Diverging Role of Inhibition

Psychologists and educators frequently debate whether creativity and problem solving are domain-general—applicable to all disciplines and tasks—or domain-specific—tailored to specific disciplines and tasks. In this paper, we briefly review the major arguments for both positions, identify conceptual and empirical weaknesses of both perspectives, and describe two relatively new hybrid models that attempt to address ways in which creativity and innovation are both domain-general and domain-specific.

Dasha Zabelina

Papers

Creativity and interdisciplinarity: one creativity or many creativities?