Date of Award


Culminating Project Type


Degree Name

Curriculum and Instruction: M.S.


Teacher Development


School of Education

First Advisor

Bradley Kaffar

Second Advisor

Hsueh-I (Martin) Lo

Third Advisor

Susan Haller

Creative Commons License

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.


I thank my newer family from St. Cloud State University, the diverse and caring faculty within the Curriculum and Instruction, Special Education, and Mathematics Education Department. I would like to thank my advisor, Dr. Bradley Kaffar, Dr. Martin Lo, and Dr. Susan Haller for all of their help and encouragement in teaching and guiding me in the comprehension of teachers’ perceptions of mathematically-talented students, and for their guidance in designing my study. This technique and style has changed my entire philosophy of teaching and greatly improved the desire of my learning.

I thank Dr. Merton Thompson and Dr. Marcia Thompson for all the time they donated to help me complete my master’s degree in the United States. They have supported me and encouraged academic progress.

I thank Dr. Jaehoon, Yim and Dr. Sanghun, Song in the Republic of Korea. They prayed for my long academic journey while studying in the United States. Their support and guidance are very much appreciated.

Many thanks go to my husband, Sungwon, my parents, and parents-in-law for understanding my plan of studying abroad. They all supported, encouraged, and cheered me on every step of the way. I love each and every one of you for allowing me to share with you along the way. Thank you.



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