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Theoretical Foundation and Examples of Collateral Creativity

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Fostering Collateral Creativity in School Mathematics

Part of the book series: Mathematics Education in the Digital Era ((MEDE,volume 23))

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Abstract

This Chapter includes educational and psychological theories explaining the mechanism of collateral creativity in mathematics. It is shown that all the theories converge to the idea of collateral creativity as an outcome of teaching mathematics with technology. Different classroom examples of collateral creativity demonstrated by K-12 teacher candidates and their future students and stimulated by the use of technology through lens of the instrumental act and affordances of tools are discussed. The role of teachers in supporting the emergence of collateral creativity of their students is emphasized. Overall, the chapter provides an introduction to other chapters of the book.

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Notes

  1. 1.

    Throughout the book, this work by Vygotsky, published on-line as an English translation from Russian (https://www.marxists.org/russkij/vygotsky/cw/pdf/vol1.pdf), will be cited with no page numbers included.

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Authors and Affiliations

  1. School of Education and Professional Studies, State University of New York at Potsdam, Potsdam, NY, USA

    Sergei Abramovich

  2. Faculté des sciences de l’éducation, Université de Moncton, Moncton, NB, Canada

    Viktor Freiman

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  1. Sergei Abramovich
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  2. Viktor Freiman
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Correspondence to Sergei Abramovich .

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Abramovich, S., Freiman, V. (2023). Theoretical Foundation and Examples of Collateral Creativity. In: Fostering Collateral Creativity in School Mathematics. Mathematics Education in the Digital Era, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-031-40639-3_1

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  • DOI: https://doi.org/10.1007/978-3-031-40639-3_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-40638-6

  • Online ISBN: 978-3-031-40639-3

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