Embedded Files
Greenstein, S., Looney, B., Kerr, I., Yu, K., Olson, E., & Pomponio, E. (2024). Teaching for Deep Creativity through Qualitative Geometry: The Case of Opal, Age 5. Paper presented at the 46th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: Cleveland, OH.
This brief research report shares work from the Stretchy Minds project, which is developing the curricular and pedagogical components of an approach to teaching qualitative change as it relates to deep creativity within elementary mathematics education. In this report, we share preliminary findings of pilot research through a case study of a 5-year-old child named “Opal.”
PDF of Research Report
Greenstein, S., Kerr, I., & Olson, E. (2024). A “Teaching as Emergent Learning” Approach to Teaching Deep Creativity. LASER Journal, 2(1). https://digitalcommons.montclair.edu/laser-journal/vol2/iss1/3
Abstract
In this article, we share findings from research on the teaching of quantitative and qualitative change with early childhood and elementary-age children. These findings call for a radical pedagogical and curricular pivot to a model of teaching as emergent learning. We provide the features of an enactive educational ecosystem for emergent learning that enabled children to make the sophisticated qualitative and quantitative distinctions necessary for deep creativity. From these findings we share implications for 1) pedagogy relative to teaching the processes of deep creativity within early mathematics education, and 2) curriculum relative to what a capacity for deep creativity gives learners access to in the domains of the arts, the sciences, and mathematics.
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