Stimulating Mathematical Creativity!

What Is Mathematics?

What is Mathematics? Mathematics is developing a set of mathematics concepts, or standards, that are important for teaching and learning mathematics. There are two categories of standards: thinking math standards and content math standards. NCTM

What is Mathematics? The thinking standards - the nature of mathematical reasoning

problem solving communication connections

What is Mathematics? The content standards - specific math topics

estimation number sense geometry and spatial sense measurement statistics and probability fractions and decimals patterns and relationships

What Is Mathematical Creativity?

Creativity in Mathematics

Creativity is allowing oneself to make mistakes.

Scott Adams, The Dilbert Principle

Creativity in Mathematics

Types of Problem Solving Closed-ended One answer, one way to solve Open-ended Multiple answers, multiple ways to solve Open-middle One answer, multiple ways to solve

Creativity in Mathematics
1 + 2 + 3 + 4 + + 94 + 95 + 96 + 97

When the first 97 whole numbers are added up, what is the digit in the ones place of this total?

Creativity in Mathematics

Which shape does not belong and why?

The Brains Plasticity

We now know that the human brain actually maintains an amazing plasticity throughout life. We can literally grow new neural connections with stimulation, even as we age. This fact means nearly any learner can increase their intelligence, without limits, using proper enrichment.
Jensen, Brain-based Learning 2000, P. 149

Research Based Methods to Improve Brain Function

Use all the senses through active, hands-on learning (use the parietal lobes) Plan ahead and organize your learning (use the frontal lobes) Look for patterns (develop the P-300 wave) Use spaced practiced contextual setting, visual integration (develop memory and myelinization)

Research Based Methods to Improve Brain Function

Construct your own knowledge and make connections between new and old knowledge (grow dendrites and synapses) Have fun and avoid embarrassment (create endorphin's and avoid the flight or fight reaction) Use novel situations that students are passionate about (stimulates the reticular formation and develops brain cells and pathways with use)

Assessment Criteria
If you wish students to develop deeper understanding of concepts and become creative investigative mathematicians, you should use criteria for assessment that encourage depth and creativity such as: Depth of understanding the extent to which core concepts are explored and developed Fluency the number of different correct answers, methods of solution, or new questions formulated
Sheffield, 2000

Assessment Criteria Continue

Flexibility the number of different categories of answers, methods, or questions Originality solutions, methods or questions that are unique and show insight Elaboration or elegance quality of expression of thinking, including charts, graphs, drawings, models, and words Generalizations patterns that are noted, hypothesized, and verified for larger categories Extensions related questions that are asked and explored, especially those involving why and what if
Sheffield, 2000

Stimulate Mathematical Creativity

How would you measure two fried eggs?

Brainstorm as many different ways you can to measure two fried eggs, be sure to include the following: Attribute Measured Tool Used

Same Sums
Put the number 1-5 in the squares so that each row and column has the same sum.

How many different ways can you do this? Do we all have the same sum? Why or why not? Whats the pattern?

What if ?
What if we add other numbers in a different shape? Use the number 1-9 in the following diagram so each row and column has the same sum.

What if ?
What if we changed the shape completely? How about a triangle? Put the numbers 1-6 in the triangles so each side has the same total.

Look on the internet or in the library for other Magic Square and Magic Triangle puzzles. Look for information on Benjamin Franklin, presidents, artists, and others who have worked with these.

What is the rule?

Can you propose a general rule for finding the smallest possible product when you are given any four digits (except 0) to place in the following equation:

What about

What if ?
How many ways can you get a sum of 1 using any four different counting number in the squares below? What must be true for two fractions to equal 1?

=1

What if you use any six different counting numbers to get a sum of 1? How many ways are possible?

Lets Try Another

Where Am I?
The seats in the auditorium of the Bright Middle School are labeled as follows: Front Row 1: 1 Row 2: 2 3 Row 3: 4 5 6 Row 4: 7 8 9 10 A: I am sitting behind seat 42. What is my seat number? B: I am in the last seat on the right of a secret row number. Give a rule for finding my seat number.

Typical Exercise
5, 8, 11, 14, What are typical questions?

Lets Try Another Representation

The arrows in the diagram stand for +3. What number belongs in the final square?

What number would go in the 87th square? How do you know?

Dig More Deeply

The number in the final square is 160. What do the arrows stand for?

Is there another answer possible?

Try New Strategy

The number in the final square is 41. What do the arrow stand for? (An arrow above the squares might stand for something different than an arrow below the squares).

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
Albert Einstein

Thank You!
Debbie Dethrage, M.Ed. Senior Mathematics Consultant Division of Instruction Region 10 Education Service Center Phone 972-348-1368 Fax 972-348-1369 debbie.dethrage@region10.org Penelope Hoard Elementary Mathematics Consultant Division of Instruction Region 10 Education Service Center Phone 972-348-1348 Fax 972-348-1349 Penelope.hoard@region10.org

Resources
National Council of Teachers of Mathematics. (2000). Principles and Standards for Teaching Mathematics, Reston, VA: Author. Brain-based Learning. Jensen, 2000 Brain Research http://www.memoryzine.com/partsofthebrain.html http://serendip.brynmawr.edu/bb/neuro/neuro05/web2/jshafagh.html http://books.google.com/books?id=BLf34BFTaIUC&pg=PA168&lpg=PA168&dq=P300+wave+ %2B+student+learning&source=web&ots=_8CsunC1Aw&sig=6I6weQI3nLNw0o3FJRFz6sw 7Gzs&hl=en&sa=X&oi=book_result&resnum=3&ct=result#PPA194,M1 ETS Study Links Effective Teaching Methods to Test-Score Gains. Harold Wenglinsky, 2000 Extending the Challenge: Developing Mathematical Promise and Creativity. (2008). Linda Jensen Sheffield, Ph.D. Extending the Challenge in Mathematics. Sheffield, LJ, 2000

Resources
National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vLibrary.html NCTM, Illuminations Lessons http://www.nctm.org/ Quote, Alfred Binet, Les Idees Moderne Sur Les Enfants (Modern Ideas about Children, 1909) Quote, Erin Hoiland http://faculty.washington.edu/chudler/plast.html Quote, Mary Pettibone Poole 1938 http://www.famousquotessite.com/famous-quotes-1628- mary-pettibone-poole-a glass-eye-at-a- keyhole-1938.html

Quote, Scott Adams, The Dilbert Principle http://www.quotationspage.com/quotes/Scott_Adams/