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

Abstract

In this exploratory study, I investigate the relationship between age, knowledge, and creativity in mathematics, by looking at to what extent does grade level, controlled for mathematical achievement, influence mathematical creativity and what characterizes the relationship between grade level, mathematical achievement and mathematical creativity. This was accomplished in two steps. In the first part, 301 students, 184 grade eight students and 117 grade eleven students, were given a creative mathematics test. A 3 × 2 ANOVA indicates that the older students were more creative; however, there was a significant interaction effect between grade level and achievement in mathematics on mathematical creativity. In the second part, an inductive content analysis was performed on the solutions of high achievers in grade eleven and grade eight. The results indicate that high achievers in grade eight are more creative than high achievers in grade eleven, but the nature of the task mediates the relationship between creativity and knowledge.

Children's divergent thinking and bilingualism

“…were not likely due to measurement error, as the tasks used have been shown to be reliable and valid in previous research (Beck et al, 2016;Dewing, 1970;Jacobs & Pierce, 1966;Okoh, 1980;Runco, 1985;Torrance, 1966). Indeed the inter-rater CHILDREN'S CREATIVITY AND BILINGUALISM -Thinking Skills and Creativity reliabilities in the present study were substantial to near perfect (Conger, 2017) and performance on tests correlated with age, vocabulary, and nonverbal IQ, as would be expected from previous research (Haavold, 2018;Lee & Therriault, 2013;Nusbaum & Silvia, 2011;Wallach & Kogan, 1965;Wu, Cheng, Ip, & McBride-Chang, 2010).…”

Ortaokul öğrencilerine yönelik Matematiksel Yaratıcılık Testi’nin (MYT) geliştirilmesi

“…Discrimination in different grade levels: According to Hong, and Milgram (2010) life experiences like schooling have vigorous impacts on domain-specific creativity. Some researchers concluded that years of schooling was progressively contributed to student's creativity (Haavold, 2018;Sak & Maker, 2006). Therefore, in the context of criterion-related validity, firstly, the level of discrimination of participants at different grade levels (5th, 6th, 7th, and 8th grade) by the items in the test was examined.…”

Meta Analisis : Hubungan Kreativitas Dan Achievement

“…Getzels dan Jackson (Runco, 2007) membandingkan siswa dengan IQ tinggi dan siswa yang sangat kreatif sebab diyakini bahawa siswa yang kreatif adalah siswa yang mendalami keilmuan tertentu (Haavold, 2020). Dapat disimpulkan bahwa kelompok ber-IQ tinggi terlihat lebih diharapkan, sedangkan kelompok kreativitas tinggi yang tidak unggul secara akademis kurang diminati oleh siswa.…”