Exploring Collective Creativity in Elementary Mathematics Classroom Settings

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dc.contributor.advisorTowers, Jo
dc.contributor.authorAljarrah, Ayman
dc.contributor.committeememberDavis, Brent
dc.contributor.committeememberSinclair, Nathalie
dc.contributor.committeememberFrancis, Krista
dc.contributor.committeememberLock, Jennifer V.
dc.date2018-06
dc.date.accessioned2018-04-30T20:36:29Z
dc.date.available2018-04-30T20:36:29Z
dc.date.issued2018-04
dc.description.abstractThe purposes of this research study were to investigate the nature of collective creativity in mathematics learning, offer needed empirical findings concerning collective creativity in Canadian elementary schools, explore ways in which collective creativity might be fostered in such settings, and generate understandings about the role of teachers in this endeavor. To fulfil the objectives of this study, I adopted a design-based research methodology with(in) which I worked closely with the participant teachers and scholars in the field of mathematics education, co-developing classroom tasks that would prompt collective creativity in mathematics and studying the design, implementation, and re-design of these tasks. I used three data collection methods, selected to gain a deeper understanding of my research questions, including: classroom observations, video records, and interviews. In my analysis and interpretation of the data, the main sources of which were the video recordings of students’ problem-solving sessions and teachers’ interviews, I concentrated on the students’ (co)acting and interacting within the group and how such collaborative practices contribute to the emergence of the new. Based on an extensive review of the literature on creativity, I suggested seven metaphors of creativity. Those were then refined and (re)developed over successive iterations of data analysis and interpretation until I ended up with four metaphors to describe the experience of creativity with(in) the collective: summing forces, expanding possibilities, divergent thinking, and assembling things in new ways. These were embodied in, and a representation of, varied, emergent, yet interwoven and recursive learning acts, thus I used collaborative emergence as an overarching framework for them. Moreover, I determined four categories for features of mathematics learning environments that I believe were critical in the emergence of collective creativity in such environments, including: attendance to inquiry-based learning, cultivation of collaborative problem-solving, an engaging learning environment, and thoughtful, subtle interventions. I believe that my metaphors of creativity, their logical implications and entailments, and the construct of emergence of collective creativity, offer teachers a frame for designing, evaluating, structuring, and restructuring their practices—structured and improvised practices—that include choosing, adopting, amending and/or designing learning activities to prompt and promote effective creative learning.en_US
dc.identifier.citationAljarrah, A. (2018). Exploring Collective Creativity in Elementary Mathematics Classroom Settings (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/31863en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31863
dc.identifier.urihttp://hdl.handle.net/1880/106577
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectMathematics education
dc.subjectCollective creativity
dc.subjectMathematical creativity
dc.subjectMetaphors of creativity
dc.subjectCollaborative emergence
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Elementaryen_US
dc.titleExploring Collective Creativity in Elementary Mathematics Classroom Settings
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
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