Professor H. S. Wall (1902-1971) developed Creative Mathematics over a period of many years of working with students at the University of Texas, Austin. His aim was to lead students to develop their mathematical abilities, to help them learn the art of mathematics, and to teach them to create mathematical ideas. This book, according to Wall, ``is not a compendium of mathematical facts and inventions to be read over as a connoisseur of art looks over paintings. It is, instead, a sketchbook in which readers try their hands at mathematical discovery.'' In less than two hundred pages, he takes the reader on a stimulating tour starting with numbers, and then moving on to simple graphs, the integral, simple surfaces, successive approximations, linear spaces of simple graphs, and concluding with mechanical systems. The book is self contained, and assumes little formal mathematical background on the part of the reader.

Exploring the ways in which maths skills can be learned through cross-curricular projects on arts and music, this book presents maths as a meaningful and exciting subject which holds no fear for children.

Banish math anxiety and give students of all ages a clear roadmap to success Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler—Stanford researcher, professor of math education, and expert on math learning—has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students. There is a clear gap between what research has shown to work in teaching math and what happens in schools and at home. This book bridges that gap by turning research findings into practical activities and advice. Boaler translates Carol Dweck's concept of 'mindset' into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all. Mathematical Mindsets: Explains how the brain processes mathematics learning Reveals how to turn mistakes and struggles into valuable learning experiences Provides examples of rich mathematical activities to replace rote learning Explains ways to give students a positive math mindset Gives examples of how assessment and grading policies need to change to support real understanding Scores of students hate and fear math, so they end up leaving school without an understanding of basic mathematical concepts. Their evasion and departure hinders math-related pathways and STEM career opportunities. Research has shown very clear methods to change this phenomena, but the information has been confined to research journals—until now. Mathematical Mindsets provides a proven, practical roadmap to mathematics success for any student at any age.

In 1913, Russian imperial marines stormed an Orthodox monastery at Mt. Athos, Greece, to haul off monks engaged in a dangerously heretical practice known as Name Worshipping. Exiled to remote Russian outposts, the monks and their mystical movement went underground. Ultimately, they came across Russian intellectuals who embraced Name Worshipping—and who would achieve one of the biggest mathematical breakthroughs of the twentieth century, going beyond recent French achievements. Loren Graham and Jean-Michel Kantor take us on an exciting mathematical mystery tour as they unravel a bizarre tale of political struggles, psychological crises, sexual complexities, and ethical dilemmas. At the core of this book is the contest between French and Russian mathematicians who sought new answers to one of the oldest puzzles in math: the nature of infinity. The French school chased rationalist solutions. The Russian mathematicians, notably Dmitri Egorov and Nikolai Luzin—who founded the famous Moscow School of Mathematics—were inspired by mystical insights attained during Name Worshipping. Their religious practice appears to have opened to them visions into the infinite—and led to the founding of descriptive set theory. The men and women of the leading French and Russian mathematical schools are central characters in this absorbing tale that could not be told until now. Naming Infinity is a poignant human interest story that raises provocative questions about science and religion, intuition and creativity.

How do mathematicians approach a problem, explore the possibilities, and develop an understanding of a whole area around it? The issue is not simply about obtaining 'the answer'; rather, Beardon explains that a mathematical problem is just one of many related ones that should be simultaneously investigated and discussed at various levels, and that understanding this is a crucial step in becoming a creative mathematician. The book begins with some good advice about procedure, presentation, and organization that will benefit every mathematician, budding, teaching or practiced. In the rest of the book, Beardon presents a series of simple problems, then, through discussion, consideration of special cases, computer experiments, and so on, the reader is taken through these same problems, but at an increasing level of sophistication and generality. Mathematics is rarely a closed book, and seemingly innocent problems, when examined and explored, can lead to results of significance.

The Relationship of Affect and Creativity in Mathematics explores the five legs of creativity—Iconoclasm, Impartiality, Investment, Intuition, and Inquisitiveness—as they relate to mathematical giftedness. This book: Discusses these affective components relevant to mathematical learning experiences. Shares how affective components impact students' creative processes and products. Shows the influence of learning facilitators, including teachers, afterschool mentors, and parents. Describes facilitating environments that may enhance the likelihood that creative process and ultimately product emerge. Utilizes the expertise of two young scholars to discuss the practical effects of affect and creativity in learning experiences. This practical, research-based book is a must-read for stakeholders in gifted education, as many advanced students are underidentified in the area of creativity in mathematics.

This revised and updated third edition offers a range of strategies, activities and ideas to bring mathematics to life in the primary classroom. Taking an innovative and playful approach to maths teaching, this book promotes creativity as a key element of practice and offers ideas to help your students develop knowledge, understanding and enjoyment of the subject. In the creative classroom, mathematics becomes a tool to build confidence, develop problem solving skills and motivate children. The fresh approaches explored in this book include a range of activities such as storytelling, music and construction, elevating maths learning beyond subject knowledge itself to enable students to see mathematics in a new way. Key chapters of this book explore: • Learning maths outdoors - make more noise, make more mess or work on a larger scale • Everyday maths - making sense of the numbers, patterns, shapes and measures children see around them • Music and maths – the role of rhythm in learning, and music and pattern in maths Stimulating, accessible and underpinned by the latest research and theory, this is essential reading for trainee and practising teachers who wish to embed creative approaches to maths teaching in their classroom.

Unlocking Creativity in Solving Novel Mathematics Problems delivers a fascinating insight into thinking and feeling approaches used in creative problem solving and explores whether attending to ‘feeling’ makes any difference to solving novel problems successfully. With a focus on research throughout, this book reveals ways of identifying, describing and measuring ‘feeling’ (or ‘intuition’) in problem-solving processes. It details construction of a new creative problem-solving conceptual framework using cognitive and non-cognitive elements, including the brain’s visuo-spatial and linguistic circuits, conscious and non-conscious mental activity, and the generation of feeling in listening to the self, identified from verbal data. This framework becomes the process model for developing a comprehensive quantitative model of creative problem solving incorporating the Person, Product, Process and Environment dimensions of creativity. In a world constantly seeking new ideas and new approaches to solving complex problems, the application of this book’s findings will revolutionize the way students, teachers, businesses and industries approach novel problem solving, and mathematics learning and teaching.

Text, illustrations, and suggested activities offer a common-sense approach to mathematic fundamentals for those who are slightly terrified of numbers.