Mathematical Creativity: Product, Person, Process and Press

Pitta‐Pantazi, Demetra; Kattou, Maria; Christou, Constantinos

doi:10.1007/978-3-319-73156-8_2

Cited by 24 publications

(31 citation statements)

References 74 publications

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“…Additional evidence for this explanation comes from the result that in contrast to all other items, Numerical Generate did not correlate significantly with general creativity (see Table A7 ). General creativity has been shown to be an important prerequisite for creative performance in the domain of mathematics, because it facilitates the original combination of ideas and the consideration of unusual approaches ( Pitta-Pantazi et al 2018 ). Consequently, if the item Numerical Generate would measure mathematical creativity, it should have correlated positively with general creativity, as the other items did.…”

Section: Discussionmentioning

confidence: 99%

“…This provides some support towards a domain-general view of creativity, suggesting that general creativity is an important prerequisite for being creative in the domain of mathematics. General creativity is thought to help individuals to combine ideas and consider alternative approaches to a situation in original ways ( Pitta-Pantazi et al 2018 ). While recent studies in children suggested that general creativity and mathematical competence are almost equally important for mathematical creativity ( Schoevers et al 2018 ; Stolte et al 2020 ), our results revealed general creativity as the strongest predictor for mathematical creativity.…”

Section: Discussionmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

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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“…La définition de Plucker et al (2004), présenté en introduction, inclut la notion des quatre P de la créativité: la personne (Person), le processus (Process), la pression ou les contraintes environnementales (Press) et le produit (Product) (Gruszka & Tang, 2017;Pitta-Pantazi, Kattou, & Christou, 2018;Rhodes, 1961;Richard, 1999;Runco, 2004). Ce cadre analytique permet une analyse détaillée de la créativité en offrant quatre objets d'étude empirique.…”

Section: Définir La Créativité Et Ses Objetsunclassified

Literature Review of Francophone Psychometric Tests of Creativity: Guiding School Psychologists

Valois

Forget

Ponton

2019

Canadian Journal of School Psychology

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Creativity is viewed as a trait of essential use in many contexts. The need for creative people in different domains implies that school should develop and evaluate creativity in their curriculum. Runco identified more than 80 creativity tests in English. No equivalent compendium exists for creativity tests in French. Thus, francophone students are not well deserved by the current state of creativity’s testing. The first objective of this article is to identify existing French tests of creativity with children and adolescent subjects that were identified in different databases using a systematic literature review method. The second objective is to present the key components and psychometric values of each identified test. Eight instruments for francophones were identified as being validated or being used in research setting with children or adolescent. Different theories of creativity associated with each test are also presented to guide the reader in selecting the most appropriate test for his school curriculum or his research.

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“…Yet, the volatile and partially recursive process of coming up with new ideas and having creative insights is difficult to study. Pitta-Pantazi, Kattou, and Christou (2018) in their overview of current research on mathematical creativity point out, "[w]e feel that demystifying the creative process is not an easy target, due to the fact that it is an internalized procedure that is obvious through the actions and descriptions provided by the solver. Nevertheless, investigating the creative process allows us to identify ways and methods for its improvement."…”

Section: Introductionmentioning

confidence: 99%

Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

Lilienthal

2019

Int J of Sci and Math Educ

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Students' creative process in mathematics is increasingly gaining significance in mathematics education research. Researchers often use Multiple Solution Tasks (MSTs) to foster and evaluate students' mathematical creativity. Yet, research so far predominantly had a product-view and focused on solutions rather than the process leading to creative insights. The question remains unclear how students' process solving MSTs looks like-and if existing models to describe (creative) problem solving can capture this process adequately. This article presents an explorative, qualitative case study, which investigates the creative process of a school student, David. Using eyetracking technology and a stimulated recall interview, we trace David's creative process. Our findings indicate what phases his creative process in the MST involves, how new ideas emerge, and in particular where illumination is situated in this process. Our case study illustrates that neither existing models on the creative process, nor on problem solving capture David's creative process fully, indicating the need to partially rethink students' creative process in MSTs.

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Mathematical Creativity: Product, Person, Process and Press

Cited by 24 publications

References 74 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

Literature Review of Francophone Psychometric Tests of Creativity: Guiding School Psychologists

Students’ Creative Process in Mathematics: Insights from Eye-Tracking-Stimulated Recall Interview on Students’ Work on Multiple Solution Tasks

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