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Convergence in Creativity Development for Mathematical Capacity

2016; Springer Nature; Linguagem: Inglês

10.1007/978-3-319-38840-3_8

1869-4918

Ai-Girl Tan, Bharath Sriraman,

Ego Development and Educational Practices

In this chapter, we highlight the role of convergence in developing creativity and mathematical capacity. We renew our understanding of creativity from the relations of three creativity mechanisms: Convergence in divergence for emergence, and three principles of experience: Continuity, interaction and complementarity. Convergence in the context of creativity development is an incidence of learning for capacity building and knowledge construction. Examples of convergent processes in learning are: setting a plan, having a structure, and possessing coordinated capacity to complete a task. To elaborate, we refer to theories of development and creativity on how people develop their capacity in convergence (e.g., collaboration), through mathematical learning (e.g., with coherence, congruence), and for creativity (e.g., imagination). We make reference to convergent creativity of an eminent mathematician Srinivasa Ramanujan (1887–1920) for a reflection on developing creativity and building capacity for good life.