Scott Chamberlin is an associate professor in Elementary and Early Childhood Education at the University of Wyoming. His content area is mathematics education with a special interest in statistics. His research interests pertain to affect (i.e., feelings, emotions, and dispositions) and creativity during mathematical problem-solving episodes. Scott has a strong interest in mathematical modeling and feels that model-eliciting activities have particular utility with students of advanced intellectual and academic abilities. At the University of Wyoming, Scott teaches mathematics education courses to undergraduate and graduate students and prepares pre-service K-6 teachers to enter the elementary classroom. Scott earned his Ph.D. from Purdue University under the direction of Sidney Moon and his master's degree from the University of Utah under the direction of Don Kauchak.Eric Mann is an associate professor in the Department of Mathematics and Statistics at Hope College in Holland, Michigan

• Foreword Introduction Chapter 1: Iconoclasm Chapter 2: Impartiality Chapter 3: Investment Chapter 4: Intuition Chapter 5: Inquisitiveness Chapter 6: Mathematics Tasks That Promote Creativity Chapter 7: Creativity-Based Mathematical Instruction: Fostering a Holistically Creative Mathematical Environment Chapter 8: Application to Gifted and General Population Students Conclusion Appendix: Discussion Questions About the Authors About the Contributors

Scott Chamberlin is an associate professor in Elementary and Early Childhood Education at the University of Wyoming. His content area is mathematics education with a special interest in statistics. His research interests pertain to affect (i.e., feelings, emotions, and dispositions) and creativity during mathematical problem-solving episodes. Scott has a strong interest in mathematical modeling and feels that model-eliciting activities have particular utility with students of advanced intellectual and academic abilities. At the University of Wyoming, Scott teaches mathematics education courses to undergraduate and graduate students and prepares pre-service K-6 teachers to enter the elementary classroom. Scott earned his Ph.D. from Purdue University under the direction of Sidney Moon and his master's degree from the University of Utah under the direction of Don Kauchak.Eric Mann is an associate professor in the Department of Mathematics and Statistics at Hope College in Holland, Michigan

• Foreword Introduction Chapter 1: Iconoclasm Chapter 2: Impartiality Chapter 3: Investment Chapter 4: Intuition Chapter 5: Inquisitiveness Chapter 6: Mathematics Tasks That Promote Creativity Chapter 7: Creativity-Based Mathematical Instruction: Fostering a Holistically Creative Mathematical Environment Chapter 8: Application to Gifted and General Population Students Conclusion Appendix: Discussion Questions About the Authors About the Contributors

Scott Chamberlin is an associate professor in Elementary and Early Childhood Education at the University of Wyoming. His content area is mathematics education with a special interest in statistics. His research interests pertain to affect (i.e., feelings, emotions, and dispositions) and creativity during mathematical problem-solving episodes. Scott has a strong interest in mathematical modeling and feels that model-eliciting activities have particular utility with students of advanced intellectual and academic abilities. At the University of Wyoming, Scott teaches mathematics education courses to undergraduate and graduate students and prepares pre-service K-6 teachers to enter the elementary classroom. Scott earned his Ph.D. from Purdue University under the direction of Sidney Moon and his master's degree from the University of Utah under the direction of Don Kauchak.Eric Mann is an associate professor in the Department of Mathematics and Statistics at Hope College in Holland, Michigan

• Foreword Introduction Chapter 1: Iconoclasm Chapter 2: Impartiality Chapter 3: Investment Chapter 4: Intuition Chapter 5: Inquisitiveness Chapter 6: Mathematics Tasks That Promote Creativity Chapter 7: Creativity-Based Mathematical Instruction: Fostering a Holistically Creative Mathematical Environment Chapter 8: Application to Gifted and General Population Students Conclusion Appendix: Discussion Questions About the Authors About the Contributors