Mathematical creativity and highly able students: What can teachers do?

Abstract

The text focuses on the effects of didactical heterogeneisation on students’ creativity, namely on students’ ability to propose such solutions to problems that are novel for them. The key questions for mathematics education are: Should the teacher direct his/her teaching towards good mastery of algorithms or towards development of students’ creativity? Should all students or only the highly able ones be given the opportunity to work creatively?

Keywords

• Didactical heterogeneisation
• didactical differentiation
• students’ creativity
• teachers’ didactical culture