References
- Bakker, A., & Gravemeijer, K. P. E. (2006). An historical phenomenology of mean and median. Educational Studies in Mathematics, 62, 149-168. https://doi.org/10.1007/s10649-006-7099-8
- Beghetto, R. A. (2007). Does creativity have a place in classroom discussions? Teachers' response preferences. Thinking Skills and Creativity, 2(1), 1-9. https://doi.org/10.1016/j.tsc.2006.09.002
- Bolden, D. S., Harries, A. V., & Newton, D. P. (2010). Pre-service primary teachers' conceptions of creativity in mathematics. Educational Studies in Mathematics, 73(2), 143-157. https://doi.org/10.1007/s10649-009-9207-z
- Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. https://doi.org/10.1016/S0742-051X(02)00053-7
- Cropley, A. J. (1992). More ways than one: Fostering creativity. New Jersey: Ablex.
- Cropley, A. J. (2006). In praise of convergent thinking. Creativity Research Journal, 18(3), 391-404. https://doi.org/10.1207/s15326934crj1803_13
- Cropley, A. J. (2011). Definitions of creativity. In Runco, M. A., Pritzker, S. R. (Eds.), Encyclopedia of creativity (pp. 511-524). San Diego, CA: Academic Press.
- DuFour, R. (2004). Schools as Learning Communities. Educational Leadership, 61(8), 6-11.
- Ernest, P. (1994). Constructivism: Which form provides the most adequate theory of mathematics teaching?. Journal of Mathematics, 15(3), 327-342.
- Foster, C. (2015). The Convergent-Divergent model: an opportunity for teacher-learner development through principled task design. Educational Designer, 2(8), 1-25.
- Gal, I. (2002). Adults' statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70, 1-51. https://doi.org/10.1111/j.1751-5823.2002.tb00336.x
- Gu, W. H., Park, Y. H., Na G. S., Hwang, Y. J., & Ha, J. M. (2010). A Study on Developing Professional Development Systems for the Reinforcement of Teacher's Self-Directed Teaching Capability. Journal of Research in Curriculum & Instruction. 14(3), 579-599. https://doi.org/10.24231/rici.2010.14.3.579
- Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12. https://doi.org/10.3102/0013189X015005005
- Gwan O. N., Park J. S., Park J. H., & Jo H. M. (2014). Designing and implementing professional development program of multi-tired teacher community. The Mathematical Education, 53(2), 201-21. https://doi.org/10.7468/mathedu.2014.53.2.201
- Hong, E., & Aqui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in mathematics: Comparisons among students with different types of giftedness. Gifted Child Quarterly, 48(3), 191-201. https://doi.org/10.1177/001698620404800304
- Huang, R. & Bao, J. (2006). Towards a model for teacher professional development in China: Introducing Keli. Journal of Mathematics Teacher Education, 9, 279-298. https://doi.org/10.1007/s10857-006-9002-z
- Jones, K., & Pepin, B.(2016). Research on mathematics teachers as partners in task design. Journal of Mathematics Teacher Education, 19(2-3), 105-121. https://doi.org/10.1007/s10857-016-9345-z
- Kang, H. Y., Tak, B. J., & Ko, E. S. (2016). A Study on Possibility of Research Community for Mathematics Classroom of Expert-Inservice Teacher-Preservice Teacher. School Mathematics, 18(4), 857-880.
- Kwon, O. H., Park, J. S., & Park, J. S. (2006). Cultivating divergent thinking in mathematics through an open-ended approach. Asia-Pacific Education Review, 7(1), 51-61. https://doi.org/10.1007/BF03036784
- Lee. K. H. (2015). Mathematical creativity, Seoul: Kyungmoon Sa.
- Lee, K. (2017). Convergent and divergent thinking in task modification: a case of Korean prospective mathematics teachers' exploration. ZDM-The International Journal on Mathematics Education, 49(7), 995-1008. https://doi.org/10.1007/s11858-017-0889-x
- Lee, Y. H., & Lee, E. H. (2011). A summary-concept based analysis on the representative values and the measures of spread with the 9th grade Korean mathematics textbook. The Mathematical Education, 50(4), 489-505. https://doi.org/10.7468/mathedu.2011.50.4.489
- Leikin, R. (2009). Multiple proof tasks: Teacher practice and teacher education. In Proceedings of ICMI Study-19: Proofs and proving.
- Leikin, R. & Pitta-Pantazi, D. (2013). Creativity and mathematics education: The state of the art. ZDM-The International Journal on Mathematics Education, 45(4), 309-324. https://doi.org/10.1007/s11858-012-0472-4
- Leikin, R., Subotnik, R., Pitta-Pantazi, D., Singer, F.M., & Pelczer, I. (2013). Teachers' views on creativity in mathematics education: an international survey. ZDM-The International Journal on Mathematics Education, 45(2), 309-324. https://doi.org/10.1007/s11858-012-0472-4
- Levenson, E. (2013). Tasks that may occasion mathematical creativity: Teachers' Choices. Journal of Mathematics Teacher Education, 16(4), 269-291. https://doi.org/10.1007/s10857-012-9229-9
- Levenson, E. (2015). Exploring Ava's developing sense for tasks that may occasion mathematical creativity. Journal of Mathematics Teacher Education, 18(1), 1-25. https://doi.org/10.1007/s10857-013-9262-3
- Lin, F-L., Yang, K-L., Hsu, H-Y., & Chen, J-C. (2018). Mathematics teacher educator-researchers' perspectives on the use of theory in facilitating teacher growth. Educational Studies in Mathematics, 98(2), 197-214. https://doi.org/10.1007/s10649-018-9804-9
- Mokros, J., & Russell, S. J. (1995). Children's concepts of average and representativeness. Journal for Research in Mathematics Education, 26, 20-39. https://doi.org/10.2307/749226
- Na G. S. (2010). Reporting the activities of learning community on elemenatary mathemaitcs lesson. Journal of Educational Research in Mathematics, 20(3), 373-395.
- Park, S., Lee, S. Y., Oliver, J. S., & Cramond, B. (2006). Changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Journal of Science Teacher Education, 17(1), 37-64. https://doi.org/10.1007/s10972-006-9009-4
- Park, Y. H. (2001). A Study on the Meaning of Average Values and Its Teaching in Statistics Area. School Mathematics, 3(2), 281-294.
- Pepin, B. (2015). Enhancing mathematics/STEM education: a 'resourceful' approach. Inaugural lecture, 27 November 2015, Technische Universiteit Eindhoven.
- Potari, D., Sakonidis, C., Chatzigoula, A., & Manaridis, A. (2010). Teachers' and researchers' collaboration in analyzing mathematics teaching: A context for professional reflection and development. Journal of Mathematics Teacher Education, 13, 473-485. https://doi.org/10.1007/s10857-010-9161-9
- Shaughnessy, J. M. (2007). Research on statistics learning and reasoning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 957-1010). Information Age Pub Inc.
- Sheffield, L. J. (2009). Developing mathematical creativity: Questions may be the answer. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 87-100). Rotterdam: Sense Publishers.
- Silver, E. A., & Herbst, P. G. (2007). Theory in mathematics education scholarship. In F. Lester (Ed.), Handbook of research on mathematics teaching and learning (pp. 39-67). Reston: The National Council of Teachers of Mathematics.
- Sriraman, B. (2005). Are giftedness and creativity synonyms in mathematics?. The Journal of Secondary Gifted Education, 27(1), 20-36. https://doi.org/10.4219/jsge-2005-389
- Sriraman, B. (2009). The characteristics of mathematical creativity. ZDM-The International Journal on Mathematics Education, 41, 13-27. https://doi.org/10.1007/s11858-008-0114-z
- Von Glasersfeld, E. (1984). A radical constructivist view of basic mathematical concepts. In P. Ernest (Ed.), Constructing mathematical knowledge: epistemology and mathematical education (pp. 5-8). London: Falmer.
- Watson, J. M. (2006). Statistical literacy at school: growth and goals. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
- Watson, J. M., & Moritz, J. B. (2000a). The longitudinal development of understanding of average. Mathematical Thinking and Learning, 2, 11-50. https://doi.org/10.1207/S15327833MTL0202_2
- Watson, J. M. & Moritz, J. B. (2000b). The development of concepts of average. Focus on Learning Problems in Mathematics, 21, 15-39.
- Woo, J. H., Jung, Y. O., Park, K. M., Lee, K. H., Kim, N. H., Na, G. S. & Yim, J. H. (2006). The research methodology of mathematics education, Seoul: Kyungmoon Sa.
- Wood, T., Cobb, P., & Yackel, E. (1991). Change in teaching mathematics: A case study. American Educational Research Journal, 28(3), 587-616. https://doi.org/10.3102/00028312028003587
- Yang, K.-L., Hsu, H.-Y., Lin, F.-L., Chen, J.-C., & Cheng, Y.-H. (2015). Exploring the educative power of an experienced mathematics teacher educator-researcher. Educational Studies in Mathematics, 89(1), 1-21. https://doi.org/10.1007/s10649-014-9587-6
- Zaslavsky, O.(1995). Open-ended tasks as a trigger for mathematics teachers' professional development. For the Learning of Mathematics, 15(3), 15-20.