Course Identification

Historical and contemporary approaches to defining creativity and giftedness, selected models of creativity and giftedness in the fields of mathematics and science, research on individual differences and heterogenity; influence of social, cultural and family factors on identification and fostering the gifted; the gifted with special needs such as: gifted underachievers and exceptionally gifted children; ways of fostering creativity for all in the fields of mathematics and science in school and out-of-school settings. The course is based on reading and analyzing research papers and handbooks chapters.

Upon successful completion of this course- students should be able to:

1. Demonstrate knowledge of ways for identification and fostering creativity and giftedness in school students, in the fields of mathematics and science.
2. Demonstrate familiarity with research paradigms and trends in fostering creativity and giftedness in school students. 
3. Design and analyze in-school and out-of-school activities for fostering creativity for all students in tracked and heterogeneous classroom, in light of up-to-date research.

Colangelo, N. & Davis, G. (2003). Handbook of gifted education (3^rd ed.). Boston, MA: Allyn & Bacon.

Davis, G. A. & Rimm, S. B. (2004). Education of the gifted and talented (5^th ed.). Boston, MA: Pearson Education Press.

Glaveanu, V. (2010). Principles for a cultural psychology of creativity. Culture and Pshycology, 16, 147-163.

Leikin, R., & Sriraman, B. (2017) Creativity and giftedness. Interdisciplinary perspectives from mathematics and beyond. Springer, Switzerland.

Leikin, R., Berman, A., & Koichu, B. (Eds.) (2009). Creativity in mathematics and the education of gifted students.  Rotterdam, Netherlands: Sense Publishers.