Formative Assessment of Creativity in Undergraduate Mathematics: Using a Creativity-in-Progress Rubric (CPR) on Proving
Formative Assessment of Creativity in Undergraduate Mathematics: Using a Creativity-in-Progress Rubric (CPR) on Proving
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本科数学创造力的形成性评估：使用正在进行的创造力评估标准（CPR）进行证明
DOI：
10.1007/978-3-319-38840-3_3
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发表时间：
2017
影响因子：
0.9
通讯作者：
Emilie Naccarato
中科院分区：
文献类型：
--
作者：
M. Savić;Gulden Karakok;Gail Tang;Emilie Naccarato
创造力是数学家工作中最重要的方面之一（Srillium 2004），无论是有点意想不到的启示还是美观的产品（Borwein，Liljedahl & Zhai 2014）。在小学和中学进行了关于学生数学创造力的研究（例如，Leikin 2009;银1997），最近的努力已经将数学创造力纳入K-12教育标准（例如，Askew 2013）。然而，在本科数学教育中对创新能力的研究却很少。本章所描述的项目介绍了本科数学教学中数学创造力的评估框架。该项目的成果之一是形成性评估工具，即关于证明的正在进行的创造力规则（CPR），可以在介绍性证明课程中实施。使用多种方法论工具的案例研究，我们演示了如何实施CPR证明可以帮助研究人员和教育工作者观察和评估学生的数学创造力的发展证明。我们声称，如果数学家谁经常从事证明价值的创造性，那么应该有一些明确的讨论数学创造性证明早期在一个年轻的数学家的职业生涯。在本章中，我们还概述了如何在本科课堂上引入数学创造力的建议。
Creativity is one of the most important aspects of mathematicians’ work (Sriraman 2004), whether it is an enlightenment that is somewhat unexpected or a product that is aesthetically pleasing (Borwein, Liljedahl & Zhai 2014). There are studies in the primary and secondary levels on mathematical creativity of students (e.g., Leikin 2009; Silver 1997), and recent efforts have included mathematical creativity in K-12 education standards (e.g., Askew 2013). However, there is little research in undergraduate mathematics education on creativity. The project described in this chapter introduces an assessment framework for mathematical creativity in undergraduate mathematics teaching and learning. One outcome of this project is a formative assessment tool, the Creativity-in-Progress Rubric (CPR) on proving, that can be implemented in an introductory proof course. Using multiple methodological tools on a case study, we demonstrate how implementing the CPR on proving can help researchers and educators to observe and assess a student’s development of mathematical creativity in proving. We claim if mathematicians who regularly engage in proving value creativity, then there should be some explicit discussion of mathematical creativity in proving early in a young mathematician’s career. In this chapter, we also outline suggestions on how to introduce mathematical creativity in the undergraduate classroom.