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This report outlines a study undertaken for a Master of Arts degree from University of Auckland, New Zealand (Clack, 2006). The study proposes a framework that, when refined, could be used to describe teaching approaches. These descriptions might then be used to aid our understanding of creativity in the mathematics classroom. The study highlighted the need for curricula to be clear about what is intended by ‘teaching creativity’ in the mathematics classroom and how teachers’ varying interpretations of creativity affect both espoused and enacted practice. The long term goal is for a refined framework to be used in teacher training, aiding teachers with identifying ways of teaching and fostering creativity effectively in the mathematics classroom.
|Item Type:||Conference Item|
|Copyright Holders:||2008 The Author|
|Project Funding Details:||
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||James Clack|
|Date Deposited:||15 May 2012 15:10|
|Last Modified:||06 Oct 2016 12:04|
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