RUME 27
2025
Alexandria, Virginia
Reflections on Creativity and Affect as a Vehicle for Writing in a Mathematics Course
Page: 982
We explore how one instructor used reflective prompts in a proof-based Elementary Number Theory course to add a writing component to the course. Students consistently reflected on their creative process and affective domain throughout the course. We share the design of the course, samples of the reflective prompts, and our deductive coding of them using two codes: creative process and affect. A preliminary examination of written responses from two students indicates that reflecting on their creative process had led them to be more engaged in the proving process in this course and other courses. They also reported that the readings and reflections helped them recognize and validate their mathematical actions, processes, and affective outcomes.