The University of Montana
Department of Mathematical Sciences

Technical report #9/2013

Commentary: Mathematical Creativity and Giftedness- A review of theory, new operational views and ways forward

Bharath Sriraman
The University of Montana

Per Haavold
University of Tromso, Norway

Kyeonghwa Lee
Seoul National University, South Korea


In this commentary we synthesize and critique three articles in this special issue of ZDM (Leikin, & Lev; Kattou, Kontoyianni, Pitta-Pantazi, & Christou ; Pitta-Pantazi, Sophocleous, & Christou). In particular we address the theory that bridges the constructs of “mathematical creativity” and “mathematical giftedness” by reviewing the related literature. Finally, we discuss the need for a reliable metric to assess problem difficulty and problem sequencing in instruments that purport to measure mathematical creativity, as well as the need to situate mathematics education research within an existing canon of work in mainstream psychology.

Keywords: Creativity; Mathematical Creativity; Gestaltism; Problem sequencing and metrics; Psychology, mathematics education; Qualitative psychometrics

AMS Subject Classification: 97

Pre-print of commentary paper submitted to ZDM-The International Journal on Mathematics Education, Springer Science & Business. Pdf (959 KB)