Explaining the Mathematical Creativity of a Young Boy: An Interdisciplinary Venture between Mathematics Education and Psychoanalysis

Autor/inn/en	Krummheuer, Götz; Leuzinger-Bohleber, Marianne; Müller-Kirchof, Marion; Münz, Melanie; Vogel, Rose
Titel	Explaining the Mathematical Creativity of a Young Boy: An Interdisciplinary Venture between Mathematics Education and Psychoanalysis
Quelle	In: Educational Studies in Mathematics, 84 (2013) 2, S.183-199 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-013-9505-3
Schlagwörter	Mathematics Education; Psychiatry; Creative Thinking; Creativity; At Risk Students; Constructivism (Learning); Attachment Behavior; Cooperative Learning; Psychological Patterns; Preschool Children; Kindergarten; Primary Education; Cognitive Processes; Case Studies + Suchen Sie Ihr Suchwort? Mathematische Bildung; Psychiatrie; Kreatives Denken; Kreativität; Attachment; Bindungsverhalten; Kooperatives Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Cognitive process; Kognitiver Prozess; Case study; Fallstudie; Case Study
Abstract	First results of the project "Mathematical Creativity of Children at Risk" (MaKreKi) will be presented. The project is conducted in the interdisciplinary research center "Individual Development and Adaptive Education of Children at Risk" (IDeA [http://www.idea-frankfurt.eu; accessed 7 June 2013]). Combining a socio-constructivist approach of mathematics education with a psychoanalytic theory of attachment, two foci of analysis are examined: the interactional reconstruction of working processes of creative children while they are confronted with mathematical problems in a cooperative learning situation and a psychoanalytically oriented reconstruction of the psychodynamic background of a mathematically creative child in its family. In this article, one case study is presented. Theoretical considerations that combine the psychoanalytic findings with the results of the socio-constructivist analyses are presented. This combination offers an innovative and unique perspective on the mathematical creativity of young children in preschool, kindergarten and primary school age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10