There is a brief discourse that offers a view of creativity as one that is accessible to all learners and can be experienced in any subject domain, including mathematics. The TASC Framework is presented as a tool that can be used to help facilitate creative thinking in mathematics. The TASC Wheel is used in a case study of 35 talented mathematicians aged 10–13, during which they modified the Wheel to suit their needs and to gain a sense of ownership of the mathematical thinking that takes place in solving problems.
CraftA. (2001) ‘An Analysis of Research Literature on Creativity in Education’Report prepared for the Qualifications and Curriculum Authority London: Dfee/QCA.
6.
Csikszentmihalyi M.Creativity: Flow and the Psychology of discovery and Invention. New York: Harper Collins; 1997:
7.
Bono E.Mind Power: Discover the Secrets of Creative Thinking. London: Dorling Kindersley; 1995:
8.
The National Curriculum Handbook for Teachers in Key Stages 1 and 2. London: Qualifications and Curriculum Authority; 1999a:
9.
The National Curriculum Handbook for Teachers in Key Stages 3 and 4. London: Qualifications and Curriculum Authority; 1999b:
10.
Curriculum Guidance for the Foundation Stage. London: Qualifications and Curriculum Authority; 2000:
11.
Fisher R.,Williams M.Unlocking Creativity. London: David Fulton; 2004:
12.
Koshy V.Teaching Mathematics to Able Children. Great Britain: David Fulton; 2001:
13.
Wallace B.,Adams H.B.TASC: Thinking Actively in a Social Context. Oxford: AB Academic Publishers; 1993:
14.
Wallace B.,Bentley R.Teaching Thinking Skills Across the Middle Years: A Practical Approach for Children Aged 9–24. Great Britain: David Fulton; 2002:
