Mathematical creativity: A vehicle to foster equity

• Published in: Thinking skills and creativity Vol. 33; p. 100579
• Main Authors: Kozlowski, Joseph S., Si, Shouqing
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.09.2019
• Subjects: Diversity; Equity; Mathematical creativity; Mathematics learning; Mathematics learning; Equity; Mathematical creativity; Diversity
• ISSN: 1871-1871; 1878-0423
• DOI: 10.1016/j.tsc.2019.100579

Mathematical creativity can be viewed as a necessary vehicle to foster an equitable learning environment for all students (Luria et al., 2017). When students from diverse backgrounds or cultures enter the mathematics classroom, their perspective is often not valued (Taylor & Sobel, 2011). These students have experienced operational strategies, heuristic patterns, or problem-solving approaches that may be undermined or even prohibited due to traditional ideologies (Apple, 2009) around mathematics. This experience may leave students feeling undermined and devalued due to the forced abandonment of their preferred mathematical solution paths. This forced adherence to traditional mathematical solutions and algorithms promulgates a learning environment that can harbor inequity for students. Considering this, there is one psychological construct that has been shown to foster equity amongst diverse populations. This equalizing psychological construct is creativity (Kaufman, 2016). If all students were given the opportunity to solve mathematical problems using creative solutions, equity could flourish. Unlike standardized tests and IQ tests – which show significant disparity between groups of people – creativity tests reveal almost no differences between these same groups of people (Luria et al., 2017). This evidence suggests that creativity is an equalizing construct that promotes equity amongst individuals. Mechanisms that influence creativity may be the same mechanisms that promote equity (Luria & Kaufman, 2017). This piece has three main purposes: (a) examine equity in the mathematics classroom and expose some existing threats, (b) evaluate relevant research in mathematical creativity as it relates to mathematics education, and (c) propose creativity-based mathematics instruction (CBMI) as a possible vehicle to foster a more equitable mathematics learning environment.