Creative mathematics for all? a survey of preservice teachers attitudes

Currently, students who do not show initial promise in mathematics rarely get the opportunity to solve nonroutine problems of novel mathematical content. This paper describes a survey of prospective teachers' opinions about which students should have access to problems requiring creativity and mathematical insight. It also discusses how one could prepare preservice teachers to offer such problems via a methods course and field experience. I propose that such carefully chosen problems should be available to all students, regardless of previous identification as 'gifted'. Historically, non-Asian minorities tend to be underrepresented in gifted programs. Interesting these previously unrecognized students in mathematics could lead to a greater minority presence in the field.

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Preservice Teachers ,

Creative Problems ,

Nonroutine Problems ,