An empirical investigation of a theoretical model for mathematical creativity

Abstract

In this exploratory study, a theoretical model proposed by Sriraman (2005) consisting of five theoretical principles for optimizing creativity in a K-12 setting was investigated empirically. This was accomplished in two steps. In the first study, the five principles were operationalized by generating a questionnaire consisting of 45 items intended to capture the dimension of each principle. An exploratory maximum-likelihood factor analysis indicated a relatively robust five factor structure that corresponded with the theoretical model. In the second study, the five factor model was validated using a confirmatory factor analysis. The model was then investigated using a two-level linear mixed model with a random intercept. The results revealed that motivation and mathematical achievement were significant predictors of mathematical creativity. Keywords: creativity, education, person(s).The purpose of this study is to empirically investigate the characteristics of mathematical creativity. Mathematical creativity has recently come to be considered an important ability that should be stimulated in all students (Pelczer & Rodr ıguez, 2011). According to Dreyfus and Eisenberg (1996) and Ginsburg (1996), the essence of mathematics is not simply to arrive at the right answer, algorithms, and procedures are just one small part of mathematics. Yet research on creativity in mathematics is sparse (Leikin, Koichu, & Berman, 2009). Further complicating the picture is the lack of a consistent definition of creativity (Mann, 2005). In exploring the concept of mathematical creativity, several studies have investigated the relationship between motivational factors, beliefs, intelligence, mathematical ability, and mathematical creativity (Hong & Aqui, 2004;Kattou, Kontoyianni, Pitta-Pantazi, & Christou, 2013;Leikin & Lev, 2013;Mann, 2005; PittaPantazi, Sophocleous, & Christou, 2013;Sriraman, 2009;Vlahovic-Stetic, Vidovic, & Arambasic, 1999). However, the studies have not had a strong theoretical foundation for investigating the relationship between mathematical creativity and other constructs. In this study, the author attempts to validate a theoretical model that maximizes the potential for mathematical creativity in K-12 mathematics. Via a synthesis and analysis of the literature on creativity and giftedness, Sriraman (2005) To what extent does Sriraman's theoretical model of mathematical creativity predict mathematical creativity?

Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity

“…In line with the reviewed literature focusing mostly on children and adolescents, we expected to find a positive relationship between intelligence and mathematical creativity (e.g., Kroesbergen and Schoevers 2017 ; Kahveci and Akgul 2019 ; Kattou and Christou 2017 ), and differentiated relationships between the sub-facets of verbal, numerical, and figural intelligence and mathematical creativity. Further, we expected a positive relationship between mathematical competence and mathematical creativity (e.g., Chen et al 2006 ; Bahar and Maker 2011 ; Haavold 2016 ; Karwowski et al 2020 ; Schoevers et al 2018 ). Additionally, based on the discussed results (e.g., Lin and Cho 2011 ; Schoevers et al 2018 ), we expected general creativity to have a positive relationship with mathematical creativity in adults.…”

Inclusão Digital E Tecnologias Voltadas À Pessoa Idosa No Centro Municipal De Convivência De Idosos Em Campina Grande-Pb

“…Proposta de atividade lúdica como auxílio ao ensino de zoologiarevisão e fixação em sala de aula. (GONTIJO, 2007;FONSECA, 2015;HAVOOLD, 2016;PETROVICI;HAV RNEANU, 2015;KATTOU et. al., 2013).…”

An Investigation of the Relationship between Age, Achievement, and Creativity in Mathematics

“…These findings are in line with previous research. Several studies have reported that there is a positive and significant relationship between mathematical knowledge and mathematical creativity (see for instance Haavold, ; Mann, and Kadir & Maker, ). Other studies (see for instance Bahar & Maker, ; Sak & Maker, ; Tabach & Friedlander, ) have also found a significant effect of age and grade level on mathematical creativity.…”

“…It is possible that the nature of the tasks in the test favored the younger students, for instance as concepts could have been recently addressed in coursework. However, the test has previously been piloted, and found to be appropriate for older students (Haavold, ).…”