Creativity in Maths Essay

The purpose and nurse of fanciful cerebration in primary math education Within this essay I am going to discuss the decomposable notion of germinal thinking, In specific social intercourse to imaginative command inwardly the keep d put forward in of math. I bequeath define the Issues of see creativity and the debates surrounding these issues. Secondly I am going to depend at theories of creativity and the different views which dumbfound been argued. In relation to education, I depart demonstrate if the amount of assessment that teachers ar instantly required to do restricts how imaginative they send packing be at bottom their deli very of the class.Further much than, I will analyse the trickyies of creative pedagogy and the implementation of creative intimacy crosswise the curriculum, focaliseing on maths. Creative encyclopedism deal be highly secure for childrens scholarship and directment, I will highlight the reasons for this and look at hear theories relating to the debate. Lastly, I will look at policies and reviews which suggest that creative teaching antennaes should be enforced crossways the curriculum. Wlthln education thither be complex Issues relating to creativity.Creativity Is sketch by different people In umteen different government agencys. Duffy (1998 cited In Brock, Dodds, Jarvis nd Olusoga, 2009) defines creativity as a nitty-gritty of forming rude(a) connections in a bureau that is meaningful to the man-to-man. In this demeanor creativity prat be very utilizable for accomplishment, due to the occurrence that it dismiss wait on individuals create new distinctions indoors their curbing and gain a firmer understanding of what they argon being taught. Similarly Kohl (2008) suggested that creative activities be around exploring exciting and advanced ideas in the hope of discovering something new. done experimentation savants whitethorn stumble across fellowship that was formerly unk n testify to them, which agrees them the fortune to expand on their nderstanding. By provldlng children with creative opportunities practitioners be openhanded them a chance to expand their cognition through self-directed learning, In a elan that Is of Interest to them as an Individual. Freud (1900 cited in Woolfolk, Hughes and Walkup, 2008) took a psychoanalytical approach to creativity.He believed that creativity is present in only in all individuals within their unconscious mind and that it is brought about due to a wish to encounter that individuals desires. Freud argued that all individuals throw off a creative potential, they just do not everlastingly display the use of cheeseparings and services of it. Within children he identified creativity as ideation, a operation of creating new ideas. When engaging in certain activities children will be creative In golf club to gain more than enjoyment from what they are doing. Maslow (1943), just took a humanistic appr oach to the Idea of creativity.He suggested that the drive to learn is intrinsic as Individuals strive to reach self- actualisation. Maslows hierarchy of inescapably depicts levels of selects which Individuals john meet, starting with very basic needs and moving up to more complex needs which individuals puddle to strive for in put up to achieve. He argued that in order for an Inalvlaual to reacn selT-actuallsatlon at tne kick the bucket 0T tne pyram10 tney neeaea to acquit their thoughts and actions through problem re imprint power, creativity and morality.There are a depend of issues surrounding creativity as it burn be interpreted differently when disgorge into different contexts. The result athletic fields of learning within education are now heavily assessment based and there is a strong emphasis on literacy and numeracy, which is having a negative set on creative pedagogy (Eaude, 2011). Within the teaching of core submits there is very teeny-weeny fourth dim ension allocated to creative activities, instead the pedagogical focus is more on the acquisition of nowledge and facts Cones and Wyse, 2004).It could be argued that if teachers look beyond this structured approach to learning there is plenty of kitchen range for fostering creativity in childrens learning within all areas of the curriculum. In the area of maths, children are taught specific skills and knowledge which they will need in order to achieve the level that they are pass judgment to in accordance with the vanquish course of instruction (DfEE, 1999). However, certain areas of math involve a large amount of problem solving, which requires an individual to adapt their thinking n order to develop and discover how best to assoil the problem at hand.Problem solving is seen as a creative process (Piggott, 2007). According to Cropley (2003, cited in Jones and Wyse, 2004) problem solving is intrinsic to creativity therefore the student john be encouraged to use their creat ive thinking skills within the area of mathematics. On the other hand, children are practically still disposed(p) boundaries to action within, which once more will stifle their chance to be creative or explore yet possibilities. Creativity has been highlighted to be highly salutary for childrens learning. Using creative methods of teaching can help to keep children enmeshed and prompt in their learning.Steiner (1861 1925 cited in woods and Attfield, 2005) stated that within creative activities children fit more engaged in their learning and therefore are more in all likelihood to learn from the activity that they were participating in. If children are provided with activities that they find captivating and involutioning, they are more likely to actively participate, and therefore will gain something from the experiences that they encounter. In order for childrens creativity to flourish, within heir learning they need to be given a chance to do things for themselves (Wils on, 2008).Nickerson (1998 cited in Adams, 2005) suggested that allowing children to suck in a choice in the line that they are given enhances their creativity. Also the fact that they stimulate chosen the activity for themselves center they will have more need to spirt towards their goals. If children can direct their own learning, by being given their own choices, they will use their current knowledge in a creative way to decide how best to approach the given task. Teaching mathematics in a creative way is seen by many teachers as a challenge.Mathematics is lots regarded as a subject with bent-grass rules and structure with right and wrong answers (Wilson, 2005). However, mathematics is not always recognised in its full capacity and can be present in areas which are not always deemed to be mathematically inclined, therefore making it a difficult subject to approach in a creatlve capaclty. Most teacners Delleve tnat matnematlcs snou10 De taugnt In a ceremonious and structur ed manner, although it could be argued that the reason for this is that teachers may not be confident adequate to teach it any other way Cones and Wyse, 2004).Cropley (2001) would argue that conventional methods of teaching can have a negative payoff on attitudes and motivation towards individuality as children may be encouraged to work in a certain way in order to logically work out the answers. In order to be creative within their teaching of mathematics, teachers need to provide children with opportunities in which they can extend their thinking and build on previous knowledge. It is often argued that creative mathematics is exactly accessible to the more able pupils, however it is possible to include all abilities.Furthermore, children of all bilities will always be involuntary to engage in mathematics creatively if they are given the opportunity. The DfES/QCA (1999) stated that mathematics as a creative shed light on can stimulate exciting new achievements for learners a nd therefore teachers should facilitate all childrens learning by giving them a chance to engage creatively within the subject area. Introducing creative pedagogy in the area of mathematics can have a substantially positive effect on childrens development.Children who previously had little confidence within the subject can be taught different ways of dealings with athematical knowledge. Introducing children to different teaching methods and expanding mathematics use a cross-curricular approach will give children the opportunity to make comparisons and associate amidst mathematics and other curriculum subjects (Cropley, 2001). The use of cross-curricular teaching will give the children the opportunity to partake in learning which links to a subject area that is of interest to them.Mathematics can help develop childrens thinking skills and it is all important(predicate) for children to be able to think creatively within all areas of the curriculum (Cropley, 2001). Within mathemat ics in particular children sometimes may need to think outside the recess in order to discover the answers to what they are looking for. Mathematics can besides be a chance for the troth of abstract thinking skills as children learn to calculate mathematical sums cognitively.Mental arithmetical may be seen as something children ordinarily engage in, however they need to be able to deal with numbers and mathematics in an abstract context onwards they can fully develop these skills. Overall, the subject area of mathematics is much more widespread than is always recognised. The use of mathematics can be applied across he curriculum and within childrens every day life. Therefore it is inborn to childrens educational development. The bailiwick class (DfEE, 1999) highlights the importance of fostering creativity enchantment still ensuring that pupils gain the essential numeracy skills that they require.The National Curriculum suggests that all areas of the curriculum can be taugh t creatively, even the core subjects much(prenominal) as mathematics. A number of schools work towards the development of key skills which are outlined in the National Curriculum Handbook, period also including opportunities to be creative within mathematics NCSL, 2005). I ne Natlonal curriculum ) InTormea teacners tnat wltnln mathematics children should be taught to develop thinking skills, problem solving and learn to channel mathematically.However this document focused more on the attainment of the children rather than the approaches that teachers could take in order to build upon these aspects exploitation creative pedagogy. In 2000, the National Numeracy scheme (DfE, 2000) was published in order to look at the teaching of mathematics in depth and to suggest to teachers ways in which they could incorporate better pedagogy within the area of mathematics. In his review, Williams (2008 cited in DSCF, 2008) looked at pedagogy for primary mathematics in the curriculum.He argued that in order for the depicted object of a curriculum to be efficient it must be partnered with excellent standards of teaching. He talked about developing positive attitudes towards the subject through delivering mathematics in kindle ways which will engage the learner. Through the use of creative pedagogy teachers can provide positive experiences which captivate the learner and therefore help them develop good attitudes towards the subject of mathematics. Similarly to Williams (2008 cited in DSCF, 2008), Ofsted (2010) force parallels between the National Curriculum and creative approaches to teaching.They reported that children are more motivated by creative ways of learning, suggesting that providing experiences tie in to the subject material within the National Curriculum, in which children can develop their creative learning, will in turn have a positive effect on their attitudes towards the subject. In conclusion, creativity is highly important within all aspects of the c urriculum. Although it can be interpreted in different ways, this could have a positive effect as it llows for even more originality and diversity within teaching methods.