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    Distinguishing between ‘macro’ and ‘micro’ possibility thinking: seen and unseen creativity

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    Authors
    Clack, Jim
    Affiliation
    University of Bedfordshire
    Issue Date
    2017-06-16
    Subjects
    primary mathematics education
    possibility thinking
    creativity
    
    Metadata
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    Abstract
    This paper proposes a model that describes potential ways in which creativity may be manifest in the classroom. Building on the work by Craft and her colleagues (e.g. Chappell, Craft, Burnard, & Cremin, 2008; Craft, Cremin, Burnard, Dragovic, & Chappell, 2012), this paper uses empirical evidence from the author's PhD study (Clack, 2011), to propose further developments in the ‘Possibility Thinking’ model. It is argued that it is possible to characterise ‘types’ of Possibility Thinking activity. The first ‘type’ identified is ‘macro’ Possibility Thinking, characterised by ‘large’, observable events in the classroom. The second type, ‘micro’ Possibility Thinking, may be characterised as 'smaller’, more thoughtful, personal moments that are less visible to an observer. Developing the existing model in this way helps provide insights into the creative process and as a result helps provide insights into how we may foster and develop creativity in the classroom and indeed in everyday life.
    Citation
    Clack J (2017) 'Distinguishing between ‘macro’ and ‘micro’ possibility thinking: seen and unseen creativity', Thinking Skills and Creativity, 26 , pp.60-70.
    Publisher
    Elsevier Ltd
    Journal
    Thinking Skills and Creativity
    URI
    http://hdl.handle.net/10547/624565
    DOI
    10.1016/j.tsc.2017.06.003
    Additional Links
    https://www.sciencedirect.com/science/article/pii/S1871187117301426
    Type
    Article
    Language
    en
    ISSN
    1871-1871
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.tsc.2017.06.003
    Scopus Count
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    Education

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