On the culture of creativity in mathematics education

Culture of creativity in mathematics education is grounded in definitions of creativity which underline our research and efforts of its classroom facilitation. However, the statement 'there is no single, authoritative perspective or definition of creativity in mathematics education' (Mann, 2006; Sriraman, 2005; Leikin, 2011, Kattou et al., 2011) leaves practitioners without an identifiable viewpoint in teaching. Therefore culture of creativity in mathematics education doesn't have solid foundations conflating, among other things, a research into creativity with research into giftedness. Prabhu and Czarnocha (2014) have argued at PME 38 for the acceptance of bisociation of Koestler's Act of Creation, that is a spontaneous leap of insight' as the authoritative definition of creativity. The paper presents this bisociation theory of an 'Aha!' moment and identifies this moment as one during which mind can focus and eliminate inhibiting habits of mind. The paper explores cultural values brought forth by the new definitions of creativity such as its democratization, the unity of creativity, motivation in learning, and the simultaneity of attention. The examples and methods of classroom facilitation are henceforth presented. The distinction between bisociative and associative thinking shows and introduces the concept of simultaneity of attention as new type of attention in learning (Mason, 2008).