Assistant Professor University of Georgia, Georgia
Originality in mathematical problem solving is a unique skill. However, mathematics curricula barely address it. This presentation shares the findings of our K-6 study on originality in mathematical problem solving, exploring differences among students who did and did not produce original solutions in their mathematical accuracy, fluency, and concept application.
Learning Objectives:
Understand how mathematical accuracy, fluency, and concept application contribute to differences between students who produced original solutions and those who did not