Änderungen

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== Abstract ==

== Zusammenfassung ==

It goes without saying that students can learn and develop their creative potential if appropriate programs are used that successfully teach them the creative skills and operations necessary. However, mathematics in general and geometry in particular, by their own nature, have a lot of possibilities that can be used in developing creativity. The purpose of the present study was threefold: First, to identify the principles of preparing a suggested enrichment program in Euclidean geometry using dynamic geometry software to develop the mathematically gifted students’ geometric creativity in high schools; second, to develop an enrichment program based on the identified principles; third, to investigate the effectiveness of this program by testing it with high school students.

It goes without saying that students can learn and develop their creative potential if appropriate programs are used that successfully teach them the creative skills and operations necessary. However, mathematics in general and geometry in particular, by their own nature, have a lot of possibilities that can be used in developing creativity. The purpose of the present study was threefold: First, to identify the principles of preparing a suggested enrichment program in Euclidean geometry using dynamic geometry software to develop the mathematically gifted students’ geometric creativity in high schools; second, to develop an enrichment program based on the identified principles; third, to investigate the effectiveness of this program by testing it with high school students.

Other avenues for research may focus on students’ affective and emotional domains (e.g., self confidence, attitudes, and achievement motivation), and might as well include an analysis of gender-related individual differences.

Other avenues for research may focus on students’ affective and emotional domains (e.g., self confidence, attitudes, and achievement motivation), and might as well include an analysis of gender-related individual differences.

== Kontext ==

 

== Context ==

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=== Literature ===

=== Literatur ===

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*[[Mohamed El-Demerdash]] and [[Ulrich Kortenkamp]]. "The Effectiveness of an Enrichment Program Using Dynamic Geometry Software in Developing Mathematically Gifted Students' Geometric Creativity". In: Proceedings of the 9th International Conference on Technology in Mathematics Teaching, ICTMT 9, Metz, France, 2009.

*[[Mohamed El-Demerdash]] and [[Ulrich Kortenkamp]]. "The Effectiveness of an Enrichment Program Using Dynamic Geometry Software in Developing Mathematically Gifted Students' Geometric Creativity". In: Proceedings of the 9th International Conference on Technology in Mathematics Teaching, ICTMT 9, Metz, France, 2009.

*[http://cinderella.de/material/gct/ Suggested Enrichment Program Using Cinderella (DGS).]

*[http://cinderella.de/material/gct/ Suggested Enrichment Program Using Cinderella (DGS).]

*[http://cinderella.de/material/gkt/ The Development of an Instrument to Measure Geometric Creativity.]

*[http://cinderella.de/material/gkt/ The Development of an Instrument to Measure Geometric Creativity.]