Culminating Project Title
Date of Award
Culminating Project Type
Curriculum and Instruction: M.S.
School of Education
Hsueh-I (Martin) Lo
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
perceptions, mathematical creativity, creativity, giftedness, twice exceptional, teachers
This paper examines the research related to the definition of creativity related to the mathematically highly capable learners. Using definition of creativity and mathematical creativity, this paper looks specifically at creativity related perceptions of different teacher groups. The journey for figuring bountiful teachers’ creativity resources and opinion take responsibilities, especially in propping up mathematics gifted education. The purpose of this study is to investigate teachers’ perceptions of creativity to implement a successful mathematics lessons to mathematically highly capable learners whether they have their special needs or traits. The research was carried out using qualitative research methods. Ten teachers completed structured interviews which contained 20 questions focused on creativity and mathematical creativity. The independent variable consisted of 10 teachers’ backgrounds from four different teacher groups: general education teachers, instructional coaches (Mathematics coach), teachers of gifted and talented programs (enrichment programs), and special education teachers. All participants have experience of teaching mathematically-talented students. The dependent variable of responses from teachers’ is categorized based on seven definitions of creativity from different giftedness models (Miller, 2012) and mathematical creativity (Sriraman, 2005). By doing comparisons of perceptions from interviews and questionnaires, the research accepts the mathematical creativity interpretation from different teacher groups including general education, instructional coaches (Mathematics coaches), mathematics education, and special education.
Sung, Yewon, "Teachers’ Creativity Perceptions for Mathematically Gifted Student" (2017). Culminating Projects in Teacher Development. 27.