2026-10-12T20:23:46Z https://api.figshare.com/v2/oai

oai:figshare.com:article/33993079 2026-09-25T05:31:30Z category_129 portal_316 item_type_3 month_year_09_2026

Supplementary file 1_iSTEAM and TLIF as frameworks for artistic and mathematical creativity: a comparative conceptual review.docx Geanina Havârneanu (25107661) Education artistic creativity comparative conceptual review hexadic model of artistic creativity hexadic model of mathematical creativity iSTEAM mathematical creativity TLIF <p>This article offers a comparative conceptual review of the innovative Science, Technology, Engineering, Arts, and Mathematics (iSTEAM), and Teaching and Learning Inquiry Framework (TLIF) as two distinct yet complementary pedagogical frameworks for fostering mathematical and artistic creativity. It starts from the premise that creativity in education cannot be adequately understood unless it is examined simultaneously through pedagogical, psychological, philosophical, and aesthetic perspectives. Using an integrative review design, the paper synthesizes empirical studies, theoretical works, and review literature published mainly between 2015 and 2025, with selected earlier sources included to trace the historical development of key concepts. The analysis argues that iSTEAM and TLIF share a common foundation in modern and late-modern educational thought, drawing on inquiry, constructivism, symbolic representation, and reflective judgment. At the same time, the two frameworks differ in pedagogical logic: iSTEAM broadens creativity through disciplinary integration, multimodal translation, design-based synthesis, and representational transfer, whereas TLIF primarily deepens creativity through questioning, investigation, conceptual refinement, and metacognitive regulation. The article also introduces the concept of the parallel characteristics of mathematical and artistic creativity, developed by analogy with the hexadic model of mathematical creativity and extended to artistic creation through eurhemic logic. In doing so, it proposes a multidimensional comparative framework that brings mathematical and artistic creativity into a shared analytical structure while preserving their domain-specific constraints. The paper concludes that mathematical and artistic creativity are not oppositional forms of thinking but complementary expressions of a broader creative architecture, and that iSTEAM and TLIF should be understood as complementary yet distinct educational pathways for cultivating meaningful, disciplined, and innovative learning.</p> 2026-09-25T05:31:30Z Dataset Dataset 10.3389/feduc.2026.1839126.s001 https://figshare.com/articles/dataset/Supplementary_file_1_iSTEAM_and_TLIF_as_frameworks_for_artistic_and_mathematical_creativity_a_comparative_conceptual_review_docx/33993079 CC BY 4.0