Barbara looked across the table at Kenneth’s mother, Mrs. Greene. Th e conference was not going as well as Barbara had hoped. Mrs. Greene was concerned about the diffi culties Kenneth was having in some areas, particularly spelling, but did not seem to see the strengths Barbara thought so important. Barbara considered Kenneth one of the most creative students she had ever taught. His comments in class frequently refl ected a unique point of view, and his projects, although not always the neatest in the class, almost always included elements Barbara had never considered. Mrs. Greene was unimpressed. “Creative,” she exclaimed. “I’m not even sure I know what that means. How can you tell he’s creative, anyway? In math, 100% means he did a good job. Can you be 100% creative? It looks to me as if he’s pulling a fast one on you. Kenneth can be pretty tricky.” Barbara didn’t know what to say. How did she know Kenneth was creative? Could she prove it? Should she try?