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Design principles of creativity-fostering tasks in multivariable calculus.

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Title: Design principles of creativity-fostering tasks in multivariable calculus.
Authors: El Turkey, Houssein1 (AUTHOR) Helturkey@newhaven.edu, Karakok, Gulden2 (AUTHOR), Savić, Miloš3 (AUTHOR), Tang, Gail4 (AUTHOR), Cilli-Turner, Emily5 (AUTHOR)
Source: International Journal of Mathematical Education in Science & Technology. Dec2025, Vol. 56 Issue 12, p2402-2418. 17p.
Subject Terms: *Creative ability, *Project method in teaching, *Student engagement, *Interdisciplinary research, *Teaching methods, Multivariable calculus, Mathematics
Abstract: Many studies and policy documents call for fostering students' creativity in the mathematics courses, which requires intentional instructional actions that centre creativity in classroom discourse. These actions include designing and implementing creativity-fostering tasks. This paper describes design processes of multivariable Calculus tasks using a research-based task-design framework. Discussion of the design principles for such tasks includes the alignment of the framework to research-based features stemming from creativity literature and important mathematical concepts of the course. Further, some of the designed multivariable Calculus tasks have additional goals such as connecting the task to future content, engaging students with applications of the concepts, and aligning with the different topics of the course, making them domain-transcendental tasks. We also share results from our preliminary data analysis of interviews with multivariable Calculus students, capturing their perception of the creativity-fostering tasks and the impact of tasks on their mathematical creativity. This paper provides some guidance to practitioners who are interested in fostering undergraduate students' mathematical creativity through design and implementation of creativity-fostering tasks in multivariable Calculus. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Many studies and policy documents call for fostering students' creativity in the mathematics courses, which requires intentional instructional actions that centre creativity in classroom discourse. These actions include designing and implementing creativity-fostering tasks. This paper describes design processes of multivariable Calculus tasks using a research-based task-design framework. Discussion of the design principles for such tasks includes the alignment of the framework to research-based features stemming from creativity literature and important mathematical concepts of the course. Further, some of the designed multivariable Calculus tasks have additional goals such as connecting the task to future content, engaging students with applications of the concepts, and aligning with the different topics of the course, making them domain-transcendental tasks. We also share results from our preliminary data analysis of interviews with multivariable Calculus students, capturing their perception of the creativity-fostering tasks and the impact of tasks on their mathematical creativity. This paper provides some guidance to practitioners who are interested in fostering undergraduate students' mathematical creativity through design and implementation of creativity-fostering tasks in multivariable Calculus. [ABSTRACT FROM AUTHOR]
ISSN:0020739X
DOI:10.1080/0020739X.2025.2586040