Creativity in the Domain of Mathematics

Sak, Uğur; Ayvaz, Ülkü; Bal-Sezerel, Bilge; Nazlı, Özdemir

doi:10.1017/9781316274385.016

Cited by 40 publications

(2 citation statements)

References 56 publications

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“…Creativity does not only help us to adapt to changes, but is also a prerequisite for technical and scientific advances ( Leikin 2013 ). Research on creativity in the domain of mathematics has recently moved in the focus of attention ( Assmus and Fritzlar 2018 ; Sak et al 2017 ). On the one hand, mathematics, as a science, serves as the foundation for various other scientific and technological discoveries.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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Mathematical creativity is perceived as an increasingly important aspect of everyday life and, consequently, research has increased over the past decade. However, mathematical creativity has mainly been investigated in children and adolescents so far. Therefore, the first goal of the current study was to develop a mathematical creativity measure for adults (MathCrea) and to evaluate its reliability and construct validity in a sample of 100 adults. The second goal was to investigate how mathematical creativity is related to intelligence, mathematical competence, and general creativity. The MathCrea showed good reliability, and confirmatory factor analysis confirmed that the data fitted the assumed theoretical model, in which fluency, flexibility, and originality constitute first order factors and mathematical creativity a second order factor. Even though intelligence, mathematical competence, and general creativity were positively related to mathematical creativity, only numerical intelligence and general creativity predicted unique variance of mathematical creativity. Additional analyses separating quantitative and qualitative aspects of mathematical creativity revealed differential relationships to intelligence components and general creativity. This exploratory study provides first evidence that intelligence and general creativity are important predictors for mathematical creativity in adults, whereas mathematical competence seems to be not as important for mathematical creativity in adults as in children.

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Section: Introductionmentioning

confidence: 99%

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

et al. 2021

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“…Given there is an extensive literature on creativity in mathematics (Sak, Ayvaz, Bal-Sezerel, & Özdemir, 2017), engineering (Cropley, 2015), and science (Feist, 2017), part of the solution may involve improving communication between researchers and teachers. Teachers may also benefit from learning how to promote creativity in their students, including and especially those teachers in STEM disciplines (e.g., Beghetto & Kaufman, 2010; Gregerson, Snyder, & Kaufman, 2013).…”

Section: Discussionmentioning

confidence: 99%

The creative self: Do people distinguish creative self-perceptions, efficacy, and personal identity?

Snyder¹,

Sowden²,

Silvia³

et al. 2021

Psychology of Aesthetics, Creativity, and the Arts

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There is a growing use of self-report measures of creativity with university students (Snyder, Hammond, Grohman, & Katz-Buonincontro, 2019). Creative self-perceptions, creative self-efficacy, and creative personal identity are common self-report constructs (Karwowski & Kaufman, 2017). The present study sought to determine whether participants differentiate between these constructs in their survey responses and whether there are groups of participants with different patterns of responses. Participants were 826 university students recruited from 2 campuses: 1 in the United States and 1 in the UK. Hierarchical cluster analyses were used to determine the patterns of responses to items, and latent class analyses were used to determine whether there are different groups of participants. Results suggest that participants do not differentiate their responses by type of measure, but rather by domain. Results also suggest different groups of participants, with some groups rating themselves similarly across domains, and other groups differentiating by domain.

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The Roles of Intelligence and Creativity for Learning Mathematics

Meier

Grabner

2022

Handbook of Cognitive Mathematics

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Creativity in the Domain of Mathematics

Cited by 40 publications

References 56 publications

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

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

The creative self: Do people distinguish creative self-perceptions, efficacy, and personal identity?

The Roles of Intelligence and Creativity for Learning Mathematics

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