Design principles of creativity-fostering tasks in multivariable calculus

• Houssein El Turkey ^[1] ; Gulden Karakok ^[2] ; Miloš Savić ^[3] ; Gail Tang ^[4] ; Emily Cilli-Turner ^[5]
  1. [1] University of New Haven

     University of New Haven

     Town of West Haven, Estados Unidos

     
  2. [2] University of Northern Colorado

     University of Northern Colorado

     Estados Unidos

     
  3. [3] University of Oklahoma

     University of Oklahoma

     Estados Unidos

     
  4. [4] University of La Verne

     University of La Verne

     Estados Unidos

     
  5. [5] University of San Diego

     University of San Diego

     Estados Unidos

     

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 12, 2025, págs. 2402-2418
• Idioma: inglés
• DOI: 10.1080/0020739X.2025.2586040
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.