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Fostering collateral creativity in s...

Abramovich, Sergei.

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Fostering collateral creativity in school mathematics = paying attention to students' emerging ideas in the age of technology /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fostering collateral creativity in school mathematics/ by Sergei Abramovich, Viktor Freiman.
Reminder of title:	paying attention to students' emerging ideas in the age of technology /
Author:	Abramovich, Sergei.
other author:	Freiman, Viktor.
Published:	Cham :Springer International Publishing : : 2023.,
Description:	xiii, 130 p. :ill. (chiefly color), digital ;24 cm.
[NT 15003449]:	Chapter 1: Theoretical foundation of collateral creativity -- Chapter 2: From additive decompositions of integers to probability experiments -- Chapter 3: From number sieves to difference equations -- Chapter 4: Prime numbers -- Chapter 5: From dividing shapes in equal parts to the Four-color theorem -- Chapter 6: From purchasing flowers to minimax mathematics -- Chapter 7: From comparing chances to algebraic inequalities -- Chapter 8: Recreational mathematics (8-Queens, Tower of Hanoi) -- Chapter 9: Exploring unsolved problems (e.g., 4, 2, 1, sequence) -- Chapter 10: The Golden Ratio -- Chapter 11: Monty Hall Dilemma -- Chapter 12: Playing with calendar -- Chapter 13: Egyptian fractions. Appendix. Bibliography. Index.
Contained By:	Springer Nature eBook
Subject:	Mathematics - Study and teaching - Canada. -
Online resource:	https://doi.org/10.1007/978-3-031-40639-3
ISBN:	9783031406393

Fostering collateral creativity in school mathematics = paying attention to students' emerging ideas in the age of technology /
Abramovich, Sergei.

Fostering collateral creativity in school mathematicspaying attention to students' emerging ideas in the age of technology /[electronic resource] :by Sergei Abramovich, Viktor Freiman. - Cham :Springer International Publishing :2023. - xiii, 130 p. :ill. (chiefly color), digital ;24 cm. - Mathematics education in the digital era,v. 232211-8144 ;. - Mathematics education in the digital era ;v. 23..

Chapter 1: Theoretical foundation of collateral creativity -- Chapter 2: From additive decompositions of integers to probability experiments -- Chapter 3: From number sieves to difference equations -- Chapter 4: Prime numbers -- Chapter 5: From dividing shapes in equal parts to the Four-color theorem -- Chapter 6: From purchasing flowers to minimax mathematics -- Chapter 7: From comparing chances to algebraic inequalities -- Chapter 8: Recreational mathematics (8-Queens, Tower of Hanoi) -- Chapter 9: Exploring unsolved problems (e.g., 4, 2, 1, sequence) -- Chapter 10: The Golden Ratio -- Chapter 11: Monty Hall Dilemma -- Chapter 12: Playing with calendar -- Chapter 13: Egyptian fractions. Appendix. Bibliography. Index.

This book explores the topic of using technology, both physical and digital, to motivate creative mathematical thinking among students who are not considered 'mathematically advanced.' The book reflects the authors' experience of teaching mathematics to Canadian and American teacher candidates and supervising several field-based activities by the candidates. It consists of eight chapters and an Appendix which includes details of constructing computational learning environments. Specifically, the book demonstrates how the appropriate use of technology in the teaching of mathematics can create conditions for the emergence of what may be called 'collateral creativity,' a notion similar to Dewey's notion of collateral learning. Just as collateral learning does not result from the immediate goal of the traditional curriculum, collateral creativity does not result from the immediate goal of traditional problem solving. Rather, mathematical creativity emerges as a collateral outcome of thinking afforded by the use of technology. Furthermore, collateral creativity is an educative outcome of one's learning experience with pedagogy that motivates students to ask questions about computer-generated or tactile-derived information and assists them in finding answers to their own or the teacher's questions. This book intends to provide guidance to teachers for fostering collateral creativity in their classrooms.

ISBN: 9783031406393

Standard No.: 10.1007/978-3-031-40639-3doiSubjects--Topical Terms:

3528865
Mathematics
--Study and teaching--Canada.

LC Class. No.: QA14.C2

Dewey Class. No.: 510.71071

Fostering collateral creativity in school mathematics = paying attention to students' emerging ideas in the age of technology /
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505 0 $a Chapter 1: Theoretical foundation of collateral creativity -- Chapter 2: From additive decompositions of integers to probability experiments -- Chapter 3: From number sieves to difference equations -- Chapter 4: Prime numbers -- Chapter 5: From dividing shapes in equal parts to the Four-color theorem -- Chapter 6: From purchasing flowers to minimax mathematics -- Chapter 7: From comparing chances to algebraic inequalities -- Chapter 8: Recreational mathematics (8-Queens, Tower of Hanoi) -- Chapter 9: Exploring unsolved problems (e.g., 4, 2, 1, sequence) -- Chapter 10: The Golden Ratio -- Chapter 11: Monty Hall Dilemma -- Chapter 12: Playing with calendar -- Chapter 13: Egyptian fractions. Appendix. Bibliography. Index.
520 $a This book explores the topic of using technology, both physical and digital, to motivate creative mathematical thinking among students who are not considered 'mathematically advanced.' The book reflects the authors' experience of teaching mathematics to Canadian and American teacher candidates and supervising several field-based activities by the candidates. It consists of eight chapters and an Appendix which includes details of constructing computational learning environments. Specifically, the book demonstrates how the appropriate use of technology in the teaching of mathematics can create conditions for the emergence of what may be called 'collateral creativity,' a notion similar to Dewey's notion of collateral learning. Just as collateral learning does not result from the immediate goal of the traditional curriculum, collateral creativity does not result from the immediate goal of traditional problem solving. Rather, mathematical creativity emerges as a collateral outcome of thinking afforded by the use of technology. Furthermore, collateral creativity is an educative outcome of one's learning experience with pedagogy that motivates students to ask questions about computer-generated or tactile-derived information and assists them in finding answers to their own or the teacher's questions. This book intends to provide guidance to teachers for fostering collateral creativity in their classrooms.
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