Creativity and Giftedness: Interdisciplinary perspectives from mathematics and beyond (Advances in Mathematics Education) - Tapa dura

“By reporting about learners of various ages, the volume offers a substantial possibility for teachers who aim to identify and nurture creativity through mathematical activities. ... the volume uncovers aspects of mathematics education that are highly relevant for teacher educators, school principals, and policymakers. ... The volume represents a pragmatic and plausible effort with a goal of summarizing principal interdisciplinary perspectives on mathematical creativity and giftedness.” (Attila Szabo, Roeper Review, Vol. 40 (04), 2018)

“This edited collection of 16 chapters paints a broad picture of current research and views on creativity and giftedness through theoretical papers and empirical studies. ... This book is a valuable collection of diverse approaches and ideas on creativity, giftedness, and their connection. The narrative structure that emerges from the divergent, diverse, and multidisciplinary views on creativity and giftedness creates a space for further research in this area.” (Nenad Radakovic and Limin Jao, Mathematical Thinking and Learning, Vol. 119 (2), April, 2017)

“This edited volume considers recent research on creativity and giftedness in mathematics education and how these two concepts might be related. ... Creativity is not a personal trait of individuals that can be easily recognized, and a number of operational definitions are given by researchers in this volume. ... Much can be learned from the chapters in this book ... .” (Annie Selden, MAA Reviews, maa.org, April, 2017)

This volume provides readers with a broad view on the variety of issues related to the educational research and practices in the field of Creativity in Mathematics and Mathematical Giftedness. The book explores (a) the relationship between creativity and giftedness;  (b) empirical work with high ability (or gifted) students in the classroom and its implications for teaching mathematics; (c) interdisciplinary work which views creativity as a complex phenomena that cannot be understood from within the borders of disciplines, i.e., to present research and theorists from disciplines such as neuroscience and complexity theory; and (d) findings from psychology that pertain the creatively gifted students. As a whole, this volume brings together perspectives from mathematics educators, psychologists, neuroscientists, and teachers to present a collection of empirical, theoretical and philosophical works that address the complexity of mathematical creativity and giftedness, its origins, nature, nurture and ways forward. In keeping with the spirit of the series, the anthology substantially builds on previous ZDM volumes on interdisciplinarity (2009), creativity and giftedness (2013).