ࡱ> `5bjbjss Bm$***8*|\+$V{| - ----...zzzzzzz$|h:z]F..FFz--4{JQJQJQF|--zJQFzJQJQ6Yp(r-- b6E*NMq)ud&{0V{q6N8rr.6JQ<&A...zzPd...V{FFFF$$$#*$$$*$$$  CONTENT Organizing Team 3Preface 6Aims 6Focus Questions 6Address to the Participants Prof. Hristo Beloev, Rector the University of Rousse, Bulgaria 11Address to the Participants Prof. Mrcis AuziF, Rector the University of Latvia, Riga, Latvia 13Address to the Participants Prof. Margarita Teodosieva, Dean the Faculty of Natural Sciences and Education of the University of Rousse, Bulgaria 15Content 17 SECTION 1 WHAT IS MATHEMATICAL CREATIVITY AND WHICH MATHEMATICS STUDENTS CAN AND SHOULD BE CREATIVE? Mathematical Creativity and Its Connection With Mathematical Imagination Dalia Aralas, United Kingdom UK 23Research on the Characteristics of Mathematically Gifted Students in Korea Younggi Choi and Jonghoon Do, Korea Korea .33Analogy and Metaphor Coralie Daniel, New Zealand UK 48Wholemovement Approach to Creativity in Mathematics Education Bradford Hansen-Smith, USA UK 56Which Kind of Creativity May Be Attained by Most Students? Djordje Kadijevich, Serbia Korea .62Gifted and Non-gifted Students and Teachers Istvn Lnrt, Hungary Korea .69Intuitive-Creative-Gifted-Logical: An Analysis for the Discussion Group DG 9 at ICME 11 Hartwig Meissner, Germany Korea .80Creating Common Languages in Pedagogy: Mental Models and Structural Niches in Approaching Concepts for the Harmonic Development of Gifted Talented Students Eugenia Meletea, Greece Korea .89Promoting Creativity for All Students in Mathematics Education Fayez Mina, Egypt Korea .97Preparing Students for Team Competitions in Mathematics - Possibility to Work With All Students Iliana Tsvetkova, Bulgaria Korea .104 SECTION 2 WHAT IS THE ROLE OF THE TEACHER AND OTHERS IN RECOGNIZING AND PROMOTING MATHEMATICAL CREATIVITY? WHAT IS THE GOAL IN DOING THIS? An Exhibition as a Tool to Approach Didactical and Historical Aspects of The Relationship Between Mathematics and Music Oscar Joo Abdounur, Brazil .112Developing the Understanding by Means of a Didactic Model That Favors the Mathematical Creativity Aida Maria Torres Alfonso and Dmasa Martnez Martnez, Cuba .120Fostering Creativity by Establishing the Conditions for Complex Emergence Kim Beswick, Australia .127Teachers' Conceptions of Mathematical Creativity Pui Yee Foong, Singapore .133From One End to the Other: Raising Teachers Awareness of Mathematically Talented Students in Mixed Ability Classes Hagar Gal, Esther Levenson, Bruria Shayshon, Bertha Tesler, Tzippi Eyal, Naomi Prusak,and Shmuel Berger, Israel .141Teaching the Mathematically Gifted: A Professional Development Course Ronnie Karsenty and Alex Friedlander, Israel .150Fostering Creativity in Preservice Teachers through Mathematical Habits of the Mind Richard Millman and Tim Jacobbe, USA .158Promoting Creativity for All Students in Mathematics Education: Cultivating the Habits of Persisting and Thinking Interdependently Gladys Ong, Singapore .164Developing Mathematical Creativity by Forcing Connections Teoh Poh Yew, Malaysia .180Reflexive Approach and Creativity Nataliya Toncheva, Bulgaria .186 SECTION 3 HOW MIGHT MATHEMATICAL PROBLEMS BE USED TO DEVELOP MATHEMATICAL CREATIVITY? HOW MIGHT MATHEMATICAL CREATIVITY BE ASSESSED? HOW DO WE EVALUATE OUR SUCCESS IN DEVELOPING MATHEMATICAL CREATIVITY IN ALL STUDENTS? Affection the Mathematical Creativity of the Students with Complexes of Examples of Good Practice Svetoslav Bilchev, Bulgaria .195The Use of Mathematical Modeling Tasks to Develop Creativity Chan Chun Ming Eric, Singapore .207The Experience of Development of Pupils Creativity in Latvia Andrejs Cibulis and Gunta Lce, Latvia .217Promoting Mathematical Creativity Using Geostatistics for Engineering Students in Geosciences Fields Jos Quintn Cuador Gil, Cuba .224Promoting Mathematical Creativity for All Students with Creative Assessment Fong Kok Hoong, Singapore .230Counter-Examples in Lecturing Mathematics Valentina Gogovska and Risto Malcevski, F.Y.R.M. .235Creativity in Mathematics Through Analysis of Ill-Defined Problems Graham Hall, United Kingdom .246An Example of Creativity Derek Holton, New Zealand .255What is Creative Problem Solving in Mathematics? Soo-Hwan Kim, Korea .261Open Mind Questions and Creativity Education in Mathematics Yuwen Li, China .268Creativity and Elementary Mathematical Theories Grupo MUSA.E1, Coordinators: Jess Hernando Prez and Reinaldo Nez, Columbia .275Both for Teachers and Students: On Some Essential Features of Creativity-Stimulating Activities Ilya Sinitsky, Israel .279Creativity in University Mathematics Assessment Teresa Swirski, Leigh Wood, Georgina Carmody and Stephen Godfrey, Australia .288 SECTION 4 HOW DO TECHNOLOGY, OTHER RESOURCES, AND THE ENVIRONMENT AFFECT THE MATHEMATICAL CREATIVITY OF THE STUDENT? First Little Steps on a God-Knows-How Long Route Dace Bonka and Agnis And~ns, Latvia .296Learning Mathematics, Doing Mathematics: Creativity in the Classroom Homero Flores, Mexico .303Effect of Some Environmental Factors on Mathematical Creativity of Secondary Students of Kerala (India) Sholy Johny, Uganda .308Stimulating Students Creativity in an Integrated Learning Environment with Technology Kyoko Kakihana, Chieko Fukuda and Shin Watanabe, Japan .314Functional Modeling A Creative Way in Modeling Hans-Stefan Siller, Austria .323Promoting Creativity for All Students Education Technology and Multimedia Usage Emiliya Velikova, Bulgaria 330Where Is the Creative Activity on the Mathematical Education? 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