caa a22 4500 606187782 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20150201xx s 000 0 eng 10.1007/s10857-013-9262-3 doi (NATIONALLICENCE)springer-10.1007/s10857-013-9262-3 Levenson Esther Tel Aviv University, P.O. Box 39040, 69978, Tel Aviv, Israel aut Exploring Ava's developing sense for tasks that may occasion mathematical creativity [Elektronische Daten] [Esther Levenson] This study explores the relationship between participating in a graduate course aimed at enhancing teachers' theoretical and practical knowledge of mathematical creativity and one teacher's changing perspectives regarding mathematical creativity and tasks that may occasion mathematical creativity. Results indicated that perceptions of creativity may include ideas about how creativity is characterized as well as among which students it may be promoted. These perceptions were closely related to the task features, cognitive demands, and affective issues, the teacher associated with tasks that may occasion mathematical creativity. The teacher's reflections on her participation in the course indicated that both theoretical and practical elements of the course impacted on her changing perspectives. Also discussed are the advantages and limitations of providing professional development by means of university-based graduate courses. Springer Science+Business Media Dordrecht, 2013 Mathematical creativity nationallicence Tasks nationallicence Professional development nationallicence Journal of Mathematics Teacher Education Springer Netherlands 18/1(2015-02-01), 1-25 1386-4416 18:1<1 2015 18 10857 https://doi.org/10.1007/s10857-013-9262-3 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-013-9262-3 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Levenson Esther Tel Aviv University, P.O. Box 39040, 69978, Tel Aviv, Israel aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/1(2015-02-01), 1-25 1386-4416 18:1<1 2015 18 10857