Creativity: The Essence of Mathematics
Creativity: The Essence of Mathematics
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创造力：数学的本质
DOI：
10.4219/jeg-2006-264
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发表时间：
2006
影响因子：
1.3
通讯作者：
E. Mann
中科院分区：
文献类型：
--
作者：
E. Mann
对于有数学天赋的学生来说，早期掌握数学课程中的概念和技能通常会导致更多的相同工作和/或以更快的速度完成课程。考试、分数和节奏掩盖了创造力在数学中的重要作用。人才培养需要在数学问题的探索中创造性地应用。传统的教学方法，包括示范和实践，使用封闭的问题与预定的答案不充分准备学生的数学。学生离开学校时具有足够的计算技能，但缺乏以有意义的方式应用这些技能的能力。教授数学而不培养学生的创造力，使所有学生，特别是资优学生，都没有机会欣赏数学之美，也不能使资优学生有机会充分发挥自己的才能。在这篇文章中，文献综述定义数学创造力，发展的理解数学创造性的学生，并讨论了数学教学的问题和影响。
For the gifted mathematics student, early mastery of concepts and skills in the mathematics curriculum usually results in getting more of the same work and/or moving through the curriculum at a faster pace. Testing, grades, and pacing overshadow the essential role of creativity involved in doing mathematics. Talent development requires creative applications in the exploration of mathematics problems. Traditional teaching methods involving demonstration and practice using closed problems with predetermined answers insufficiently prepare students in mathematics. Students leave school with adequate computational skills but lack the ability to apply these skills in meaningful ways. Teaching mathematics without providing for creativity denies all students, especially gifted and talented students, the opportunity to appreciate the beauty of mathematics and fails to provide the gifted student an opportunity to fully develop his or her talents. In this article, a review of literature defines mathematical creativity, develops an understanding of the creative student of mathematics, and discusses the issues and implications for the teaching of mathematics.