STEM

Concurrent

Engaging Talented Students in Mathematically Creative Writing

Saturday, November 11
9:15 AM - 10:15 AM
Location: 207 D

Recently, the Elementary Mathematical Writing Task Force proposed recommendations for the types of and purposes for mathematical writing for elementary students: exploratory, informative/explanatory, argumentative, and mathematically creative. While all learners should be engaged in written mathematical discourse and creativity, mathematically creative writing is especially relevant for talented students who tend to exhibit originality and fluency of ideas and flexibility in thinking and strategies. In this session, we explore essential questions for engaging talented students in mathematically creative writing: What is mathematical creativity? How can mathematically creative writing help meet the needs of talented students? How can we establish a learning environment to foster mathematical creativity and written communication?

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Janine M. Firmender

Associate Professor
Saint Joseph's University

Janine M. Firmender, Ph.D., is an associate professor in the Teacher Education Department at Saint Joseph’s University in Philadelphia, Pennsylvania where she has been teaching courses in the areas of Early Childhood/Elementary (grades pre-k – 4) education, mathematics education, and technology integration with instruction and is pursuing research in the areas of engaging students in mathematical writing and meeting the needs of mathematically talented students. She earned her Ph.D. in Educational Psychology with a concentration in Gifted Education from the Neag School of Education at the University of Education and also focused on studying mathematics education. Additionally, she has been an active member of the NAGC STEM network and is the chair-elect for the Computers and Technology Network and served on the Advisory Board for Teaching of High Potential.

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Christina M. Amspaugh

Assistant Professor
University of Virginia

Christina M. Amspaugh is an Assistant Professor in the Curry School of Education at the University of Virginia. She recently completed her Ph.D. in Educational Psychology with concentration on Giftedness, Creativity, and Talent Development at the University of Connecticut, where she worked as a graduate research assistant with the National Center for Research on Gifted Education and was an on-site coordinator for Confratute, UConn’s summer institute on gifted education and enrichment teaching. Her professional experience includes 11 years as a gifted intervention specialist and gifted coordinator in Ohio. Her research interests include underserved gifted populations, the development and evaluation of gifted education programs, classroom assessment practices, and the use of technology to support the needs of gifted students.

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Anna Dilley

Doctoral Student
University of Connecticut

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