Scott A Chamberlin
Biographic Data
| ID | 5707086 |
|---|---|
| NAME | Scott A Chamberlin |
| GIVEN NAMES | Scott A |
| FAMILY NAME | Chamberlin |
| SIGNATURE | CHAMBERLIN S A |
| AFFILIATIONS | University of Wyoming |
| ORCID | 0000-0003-1909-7386 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Relationship Between Mathematical Creativity and Mathematical Giftedness
This article highlights a comparison of mathematical creativity and mathematical giftedness, two often conflated yet distinct, constructs. The purpose is to provide clarity so that scholars in the fields of mathematical creativity and mathematical giftedness have a discussion in which similarities and differences between the two constructs exist. In identifying similarities and delineating differences, researchers will be at an advantage in targe…
Unveiling Mathematical Creativity
Mathematical creativity remains a complex and often contested construct, with its definition and measurement still subject to debate. While the four classic indicators—elaboration, flexibility, fluency, and originality have provided a foundation for research, they alone cannot resolve the field’s conceptual “fuzziness.” This paper examines mathematical creativity through three intersecting lenses: intelligence, intellect, and education. Intellige…
A Meta‐Analysis of the Relationship between Mathematics Achievement and Creativity
In the current investigation, research studies ( n = 30) conducted from 1965 to 2018 were synthesized to examine the mathematics achievement–creativity relationship and the range of factors that could have moderated this relationship. The meta‐analysis included sample size of 11,418 and revealed that there was an overall moderate and statistically significant ( r = 0.47, p r = 0.53, p
Raising the bar for mathematically gifted students through creativity-based mathematics instruction
Student ability to demonstrate mathematical creativity positively affects their mathematical learning. Further, creativity-based mathematical instruction (CBMI) may enhance divergent thinking and precipitate a highly creative mathematical learning environment . In this literature review and discussion, it is posited that CBMI has distinctively beneficial influences on mathematically gifted students’ learning processes and products. With CBMI, a v…
Using confirmatory factor analysis to validate the Chamberlin affective instrument for mathematical problem solving with academically advanced students
BACKGROUND: Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. AIMS: The study was conducted to norm the CAIMPS (instrument) with gifted students. In so doing, educational psychologists are informed of the process and the instrument's pr…
Social Justice, Place, and Equitable Science Education
Serving the Needs of Intellectually Advanced Mathematics Students in Grades K-6
Serving the Needs of Intellectually Advanced Mathematics Students in Grades K-6
Social Justice, Place, and Equitable Science Education
Using confirmatory factor analysis to validate the Chamberlin affective instrument for mathematical problem solving with academically advanced students
BACKGROUND: Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. AIMS: The study was conducted to norm the CAIMPS (instrument) with gifted students. In so doing, educational psychologists are informed of the process and the instrument's pr…
Raising the bar for mathematically gifted students through creativity-based mathematics instruction
Student ability to demonstrate mathematical creativity positively affects their mathematical learning. Further, creativity-based mathematical instruction (CBMI) may enhance divergent thinking and precipitate a highly creative mathematical learning environment . In this literature review and discussion, it is posited that CBMI has distinctively beneficial influences on mathematically gifted students’ learning processes and products. With CBMI, a v…
A Meta‐Analysis of the Relationship between Mathematics Achievement and Creativity
In the current investigation, research studies ( n = 30) conducted from 1965 to 2018 were synthesized to examine the mathematics achievement–creativity relationship and the range of factors that could have moderated this relationship. The meta‐analysis included sample size of 11,418 and revealed that there was an overall moderate and statistically significant ( r = 0.47, p r = 0.53, p
Unveiling Mathematical Creativity
Mathematical creativity remains a complex and often contested construct, with its definition and measurement still subject to debate. While the four classic indicators—elaboration, flexibility, fluency, and originality have provided a foundation for research, they alone cannot resolve the field’s conceptual “fuzziness.” This paper examines mathematical creativity through three intersecting lenses: intelligence, intellect, and education. Intellige…
The Relationship Between Mathematical Creativity and Mathematical Giftedness
This article highlights a comparison of mathematical creativity and mathematical giftedness, two often conflated yet distinct, constructs. The purpose is to provide clarity so that scholars in the fields of mathematical creativity and mathematical giftedness have a discussion in which similarities and differences between the two constructs exist. In identifying similarities and delineating differences, researchers will be at an advantage in targe…
Education, Achievement, and Giftedness (5 works) · Mathematics education (5 works) · Psychology (5 works) · Creativity (4 works) · Creativity in Education and Neuroscience (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Social Psychology (3 works) · Mathematical problem (2 works) · Mathematics (2 works) · Sample (material) (2 works)