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Mathematical curiosityconceptualizations and multiple perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematical curiosityedited by Roza Leikin, Jinfa Cai, Alexander Karp.
Reminder of title:	conceptualizations and multiple perspectives /
other author:	Leikin, Roza.
Published:	Cham :Springer Nature Switzerland :2025.
Description:	xv, 326 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	MathematicsStudy and teaching.
Online resource:	https://doi.org/10.1007/978-3-031-99082-3
ISBN:	9783031990823$q(electronic bk.)

Mathematical curiosityconceptualizations and multiple perspectives /
Mathematical curiosityconceptualizations and multiple perspectives /[electronic resource] :edited by Roza Leikin, Jinfa Cai, Alexander Karp. - Cham :Springer Nature Switzerland :2025. - xv, 326 p. :ill. (some col.), digital ;24 cm. - Research in mathematics education,2570-4737. - Research in mathematics education..

Chapter 1. A Roadmap of Research on and Practice with Mathematical Curiosity -- Part I: Theoretical, Historical, Educational Perspectives on Curiosity In Mathematics Education -- Chapter 2. Curiosity and Its Development in Students: A Few Pages from History -- Chapter 3. Creativity and Curiosity (in Mathematics) = 2C or C2? Multiple Facets, Confluence and Contrast -- Chapter 4. Inspire curiosity in students: A review of curiosity in the context of interest, emotions, motivation, and instructional approaches -- Chapter 5. Curiosity in Mathematical Modelling: First Steps towards a Theoretical Conceptualization -- Chapter 6. Mathematical Curiosity Exhibited in and Nurtured through Problem Posing -- Part II: Essays and Personal Curious Experiences -- Chapter 7. Curious about curiosity -- Chapter 8. Mathematical Curiosity in a Life Span: Norman Levinson (1912-1975) -- Chapter 9. Curiosity and the Learning and Understanding of Mathematics: Some Personal Reflections -- Chapter 10. From personal curiosity to task design in teaching and research -- Chapter 11. Creating and keeping curiosity in linear algebra -- Part III: Empirical studies on mathematical curiosity -- Chapter 12. Dimensions of curiosity and their relationship with exploratory mathematical abilities -- Chapter 13. Mathematicians' Perspectives on Mathematical Curiosity and its Role in Research Practice -- Chapter 14. Undergraduate mathematics students' narratives on mathematical curiosity and its relation to problem solving -- Chapter 15. Exploring Curiosity by Examining Students' Interest in Mathematical Problem-Solving experiences -- Chapter 16. Curiosity in the Mathematics Classroom: The Teachers' Voice.

This book represents a pioneering effort to establish mathematical curiosity as its own field of study within mathematics education. The authors take a multifaceted approach, examining curiosity through three key lenses: cognitive (how the mind processes and engages with mathematical concepts), affective (the emotional and motivational aspects of mathematical learning), and social (how curiosity develops through interaction with others). The historical and cultural perspectives offer valuable context by exploring how different societies and time periods have understood and cultivated mathematical wonder. This broader view helps educators understand that curiosity isn't just a modern pedagogical tool, but has deep roots in how humans have always engaged with mathematical thinking. The practical applications section likely provides concrete strategies and techniques that teachers can implement immediately. Rather than remaining purely theoretical, the book bridges the gap between research findings and classroom reality, offering evidence-based methods for nurturing student curiosity. By positioning mathematical curiosity as a distinct scholarly domain, the authors are essentially arguing that this area deserves dedicated research attention, theoretical development, and practical exploration. This could lead to new research methodologies, assessment approaches, and pedagogical frameworks specifically designed around curiosity-driven learning. The book's ultimate goal is transformative - not just to inform readers about curiosity, but to actively engage their own sense of mathematical wonder and potentially recruit them as contributors to this emerging field.

ISBN: 9783031990823$q(electronic bk.)

Standard No.: 10.1007/978-3-031-99082-3doiSubjects--Topical Terms:

189978
Mathematics
--Study and teaching.

LC Class. No.: QA11.2

Dewey Class. No.: 510.71

Mathematical curiosityconceptualizations and multiple perspectives /
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505 0 $a Chapter 1. A Roadmap of Research on and Practice with Mathematical Curiosity -- Part I: Theoretical, Historical, Educational Perspectives on Curiosity In Mathematics Education -- Chapter 2. Curiosity and Its Development in Students: A Few Pages from History -- Chapter 3. Creativity and Curiosity (in Mathematics) = 2C or C2? Multiple Facets, Confluence and Contrast -- Chapter 4. Inspire curiosity in students: A review of curiosity in the context of interest, emotions, motivation, and instructional approaches -- Chapter 5. Curiosity in Mathematical Modelling: First Steps towards a Theoretical Conceptualization -- Chapter 6. Mathematical Curiosity Exhibited in and Nurtured through Problem Posing -- Part II: Essays and Personal Curious Experiences -- Chapter 7. Curious about curiosity -- Chapter 8. Mathematical Curiosity in a Life Span: Norman Levinson (1912-1975) -- Chapter 9. Curiosity and the Learning and Understanding of Mathematics: Some Personal Reflections -- Chapter 10. From personal curiosity to task design in teaching and research -- Chapter 11. Creating and keeping curiosity in linear algebra -- Part III: Empirical studies on mathematical curiosity -- Chapter 12. Dimensions of curiosity and their relationship with exploratory mathematical abilities -- Chapter 13. Mathematicians' Perspectives on Mathematical Curiosity and its Role in Research Practice -- Chapter 14. Undergraduate mathematics students' narratives on mathematical curiosity and its relation to problem solving -- Chapter 15. Exploring Curiosity by Examining Students' Interest in Mathematical Problem-Solving experiences -- Chapter 16. Curiosity in the Mathematics Classroom: The Teachers' Voice.
520 $a This book represents a pioneering effort to establish mathematical curiosity as its own field of study within mathematics education. The authors take a multifaceted approach, examining curiosity through three key lenses: cognitive (how the mind processes and engages with mathematical concepts), affective (the emotional and motivational aspects of mathematical learning), and social (how curiosity develops through interaction with others). The historical and cultural perspectives offer valuable context by exploring how different societies and time periods have understood and cultivated mathematical wonder. This broader view helps educators understand that curiosity isn't just a modern pedagogical tool, but has deep roots in how humans have always engaged with mathematical thinking. The practical applications section likely provides concrete strategies and techniques that teachers can implement immediately. Rather than remaining purely theoretical, the book bridges the gap between research findings and classroom reality, offering evidence-based methods for nurturing student curiosity. By positioning mathematical curiosity as a distinct scholarly domain, the authors are essentially arguing that this area deserves dedicated research attention, theoretical development, and practical exploration. This could lead to new research methodologies, assessment approaches, and pedagogical frameworks specifically designed around curiosity-driven learning. The book's ultimate goal is transformative - not just to inform readers about curiosity, but to actively engage their own sense of mathematical wonder and potentially recruit them as contributors to this emerging field.
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