Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians
This article addresses the use of Model-Eliciting Activities (MEAs) as a (curricular) tool to develop mathematical creativity and identify students who are creatively gifted in mathematics. The thesis of this article is that by using MEAs, gifted educators can: (a) provide students with opportunitie...
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Veröffentlicht in: | Journal of advanced academics 2005-11, Vol.17 (1), p.37-47 |
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Hauptverfasser: | , |
Format: | Artikel |
Sprache: | eng |
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Online-Zugang: | Volltext |
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Zusammenfassung: | This article addresses the use of Model-Eliciting Activities (MEAs) as a (curricular) tool to develop mathematical creativity and identify students who are creatively gifted in mathematics. The thesis of this article is that by using MEAs, gifted educators can: (a) provide students with opportunities to develop creative and applied mathematical thinking; and (b) analyze students’ mathematical thinking when engaged in creative mathematical tasks, aiding in the identification of those students who are especially talented in domain-specific, mathematical creativity. The authors’ conclude that MEAs have potential for both developing and identifying creatively gifted mathematicians in the middle grades. |
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ISSN: | 1932-202X 1077-4610 2162-9536 |
DOI: | 10.4219/jsge-2005-393 |