ABSTRACT

In complex, information-rich environments, the abilities to adapt and innovate are becoming increasingly important. The conscious work must solidify the creative solution or innovation generated by the unconscious incubation. Wallas's model of preparation, incubation, illumination, and verification has been tremendously influential In how people understand creativity, innovation, and problem solving. Similar to the prevalence of myths related to creativity, teachers' conceptions of creativity are often incongruent with the science and theory of creativity. The goal of developing creativity in the classroom is to move beyond ornamental creativity toward cognitive conceptions of creativity. The goal of the survey was to reach an expert consensus of which skills represent creativity in mathematics. Although most conceptions of creativity have emerged from psychological disciplines, the concept of innovation has largely emerged in business, engineering, and design disciplines. The similarity between creativity and innovation is apparent-novelty, social context, development of ideas and products.