Mathematical Creativity for the youngest school children: Kindergarten to third grade teachersâ•Ž interpretations of what it is and how to promote it

Mathematical creativity for the youngest school children. Kindergarten to third grade teachers’ interpretations of what it is and how to promote it

Creativity is important for young children learning mathematics. However, much literature has claimed creativity in the learning of mathematics for young children is not adequately supported by teachers in the classroom due to such reasons as teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity toward creative students, teachers’ occupational pressure, and l...

Analysis of 6th Grade Mathematics Textbook based on Plsek’s Creativity Model

The aim of this research is to study the components of creativity in elementary school curricula. The research method used in this research is content analysis. The information source of this research is the 6th Grade Mathematics textbook in the academic year 1391-92. To achieve face validity, the viewpoints of the educationalists and experts were used in this research, and to achieve reliabili...

Comparison of emotional intelligence and adaptability, in students who have kindergarten experienced and those who have not experienced

Purpose: The purpose of current study is to compare the emotional intelligence and adaptation of pre-school students who have experienced kindergarten with those who have not experienced it. The study population includes all junior high school students of Robat Karim, Tehran. The present study sample was stratified random sampling method and was randomized equally disproportionate between  stud...

A Mathematically Creative Four-Year-Old—What Do We Learn from Him?

A 4-year-old child, who is very interested and precocious in mathematics, was interviewed doing mathematical tasks in order to find out how advanced can a 4-year-old child be? His mathematical knowledge and ability are very high. Danny was able to count objects and add them, memorizing many of the addition facts. He was able to check if numbers are even or odd. He solved a variety of challengin...

Development of Effective School-Family Partnerships for Students from Culturally and Linguistically Diverse Backgrounds: From Special Education Teachersâ•Ž and Chinese American Parentsâ•Ž Perspectives