Students' Self-Assessment of Creativity: Benefits and Limitations
In this paper, we describe the process of students' self-assessment of their creativity and its development in the context of posing mathematical problems, presuming that such a process would support the development of their creativity. Examination of two case studies reveals that self-assessme...
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| Veröffentlicht in: | North American Chapter of the International Group for the Psychology of Mathematics Education 2014 |
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| Hauptverfasser: | , |
| Format: | Report |
| Sprache: | eng |
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| Zusammenfassung: | In this paper, we describe the process of students' self-assessment of their creativity and its development in the context of posing mathematical problems, presuming that such a process would support the development of their creativity. Examination of two case studies reveals that self-assessment of creativity may support its development provided that one possesses specific personal recourses; however, this process might suppress the creativity of those lacking the needed resources. Therefore, we suggest that self-assessment of creativity cannot stand on its own, and should be supplemented by teachers' feedback or other environmental 'scaffolding'. [For the complete proceedings, see ED597799.] |
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