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Enhancing equity in the classroom by teaching for mathematical creativity

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Abstract

Equity is an important element of educational discourses pertaining to mathematics and science education. Creativity is an aspect of the classroom that is often ignored due to curricular constraints and the burden of testing. However mathematics offers avenues to infuse the regular curricula with activities that are thought provoking and require creativity and these are accessible to learners of all levels. This article reviews creativity strategies that can be embedded in mathematics curricula to increase classroom equity. These strategies will include the strength of presenting open-ended problems, modeling and encouraging risk taking, discussions and debate of mathematical concepts, concept based learning, divergent thinking strategies during problem solving activities, and incorporating cultural awareness and creativity into curricula and classroom environment. The article will focus both on teacher implementation of these strategies and student outcomes regarding creativity and equity.

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Authors and Affiliations

  1. University of Connecticut, Storrs, USA

    Sarah R. Luria & James C. Kaufman

  2. University of Montana, Missoula, USA

    Bharath Sriraman

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  1. Sarah R. Luria
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  2. Bharath Sriraman
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Correspondence to Bharath Sriraman.

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Luria, S.R., Sriraman, B. & Kaufman, J.C. Enhancing equity in the classroom by teaching for mathematical creativity. ZDM Mathematics Education 49, 1033–1039 (2017). https://doi.org/10.1007/s11858-017-0892-2

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