Adapted from Kattou, M., Kontoyianni, K., Pitta-Pantazi, D., & Christou, C. (2013). Connecting mathematical creativity to mathematical ability. ZDM, 45(2), 167–181. https://doi.org/10.1007/s11858-012-0467-1
The question has only one right answer
creativity in school mathematics
is ability
mathematical ability
mathematical achievement and numerical aptitude
internalize, symbolize, generalize,
carry out sequential deductive logic
syncopate or curtail logic or argument
reverse logical thinking or find the converse;
develop before puberty a ‘mathematical mind’
Unfortunately,
None of the methodological approaches,
tests administered
algorithms
could provide
extraordinary new, and unique ideas
curiosity and experimentation
and originality
creativity tests
construct the acceptable
capture the appropriate
conceptualize the logical
very efficiently.
– Lucy Rycroft-Smith
Is it time to break rank?
The idea that when a test puts you on a number line, it undermines and constrains you.
I don’t believe in
Formatting by test results.
Ordering leading to setting, like set in concrete: getting stuck, feeling trapped
It is not true, all those things about
People being put in their correct place.
I think they’re just
Numbers.
Tiny differences.
Growth
Is more important than
Measuring
– Lucy Rycroft-Smith
Teacher.
What should we teach her?
Without being a seeming preacher, or a creature leeching too close
to budding womanhood – without leaning in too close,
in case we crack the perfect surface, the bloom of the womb in this new-dewed phenomenon, the flowering power that is woman staking her claim, firing up her brain
breaking free, making a new me.
What should we teach her?
Teach her to reach a place where her face is never a disgrace;
no need to brace or paint for others’ tastes
Then give her intellectual mace. If it’s a race,
give her spikes for the mud to come, the bloody threats
and unkind shouts of slut, the clouts, the doubts and endless bouts;
the touch in the huddle,
the gropes and dangerous hopes and slippery slopes of ’just a cuddle’.
Teach her to know her place. Then for god’s sake
teach her how to break out of the compliance alliance implied by the bride,
the photos of her best side,
the slow slick slide into useless old-womanhood.
Teach her how to give good hell,
to make her own shell of her personhood.
Legitimate, with rights that she will rise to fight if compromised,
and be damned with that guy’s surprise.
Show her, when she hears the gun, how to fight and how to run.
Not backwards and in heels, but recklessly
away from threats and deals and slimy guys who offer meals
and expect sex in return. Help her learn:
it is not her turn to give if she does not wish.
She is not a dish or meal to steal or taste or consume, served up like a leggy legume.
She is more than an hors d’oevre. Teach her to swerve.
She need amuse no douche’s bouche to be real, or feel, or deserve.
Teacher, we must be the steady hum,
the quiet thrum of power to her; bang her drum
when she can’t or won’t. Don’t teach her
to be afraid of herself or what she is; but be that Miss
Or Sir that condemns the kiss, the grab and miss, the hiss of insults
That results in this withering, shivering, quivering of her soul
That reduces her to just a hole
For others to poke, until she’s broken and even if she’s spoken up, there’s no hope.
Teach her that each must respect her, that sleazy creatures get impeached, at least in your reach.
Teacher, think about what you teach her
Not just in the classroom, but in passing, in your daily mask and in the task
And ask. Listen. Let her teach you, too. Christen
This new day with lessons old and new, a fresh hullabaloo.
Chew on this and spit the toxic years’ accrual in the bin. Do not sin
further; do not curdle your classroom and murder consent in the name of order.
Hoard her concerns and ask for more.
Give her the floor until she’s tall and sure
Then applaud her out that door.
– Lucy Rycroft-Smith
Where might the raindrops fall?
And might the raindrops fall at all?
If random rainfall is the goal
then what proportion of the whole
is watery one? and what is zero?
and can one here, and here, flow
together? and is that still a drop?
And can we rain-grains freely swap?
And when a run of rain remains
To make a lake of rainy stains
Do we see the randomness within?
or do we think the guise is thin-
suspecting human minds behind
the patterns which look too aligned.
– Lucy Rycroft-Smith
Inspired by Batanero, C., & Serrano, L. (1999). The meaning of randomness for secondary school students. Journal for Research in Mathematics Education, 30(5), 558–567.