The relationship between mathematical creativity and intelligence: a study on gifted and general education students

Kahveci, Nihat; Akgül, Savaş

doi:10.1080/15332276.2019.1693311

Cited by 15 publications

(19 citation statements)

References 21 publications

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“…The second part of this study focused on the question of how intelligence, mathematical competence, and general creativity are related to mathematical creativity in adults and what unique predictive value they have. 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).…”

Section: The Present Studysupporting

confidence: 68%

“…A more nuanced picture of this association was provided in two other studies. Kahveci and Akgul ( 2019 ) showed that gifted individuals, operationalized as having an IQ above 130, outperformed individuals with an IQ below 130 in a mathematical creativity task. Kattou and Christou ( 2017 ) found that fluid intelligence, as measured with the Naglieri Nonverbal Ability Test ( Naglieri 1997 ), is a significant predictor of the latent factor of mathematical creativity ( r = 0.50).…”

Section: Introductionmentioning

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: The Present Studysupporting

confidence: 68%

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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“…For both groups of students, it can be said that they have difficulties in operations with non-standard representations, and they have difficulty in thinking differently because they are used to doing the questions by memorization and rules. In their article entitled "The relationship between mathematical creativity and intelligence: a study on gifted and general education students," Kahveci and Akgul (2019) reported that students with IQs above 130 who attend a special program score higher on measures of mathematics creativity than people with IQs below 130 who attend general education schools. However, in this study, there was no significant difference between the two groups in terms of creativity.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Examining 4th Grade Gifted and Non-Gifted Students Understanding Levels of Place Value

Paydar

Doğan

2022

IJPES

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The aim of this research is to reveal the understanding of dimensions and sub-dimensions of the place value in natural numbers of gifted and non-gifted students attending fourth grade. A mixed approach was adopted in the research. The research is quantitative in terms of revealing the levels of place value, counting, representing, naming, renaming, comparing and calculating the dimensions of the students and comparing the general mean score of both groups with the mean score for each dimension, and it is qualitative in terms of revealing the mistakes made in these dimensions. The study group of the research consists of 76 students diagnosed as gifted who attend four different SACs and 90 non-gifted fourth grade students attending in a regular school in town in the Central Anatolia Region. According to the findings obtained in the research, it was revealed that students with a diagnosis of giftedness could not reach the desired learning level in the count by 10 forward sub-dimension of the counting dimension of the place value. It was also revealed that they could not reach the desired learning level in the non-standard representation sub-dimension of the representation dimension. On the other hand the non-gifted students could not reach the desired learning level also in the division sub-dimension of the calculation dimension. It was concluded that students that are diagnosed as gifted had high success in terms of understanding the place value of natural numbers. For both groups of students, it can be said that they have difficulties in operations with non-standard representations, and they have difficulty in thinking differently because they are used to doing the questions by memorization and rules. Experimental studies can be carried out on the dimensions of the place value.

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“…Mathematics is one of the most important sciences to be studied at all educational levels. The essence of learning mathematics is a mental activity to understand meanings and relationships and symbols, then apply them in real situations [1], [2]. Therefore, mathematics is indispensable and useful in everyday life, for science, commerce and industry, and because mathematics provides a powerful, short and unambiguous means of communication and functions as a means of description and prediction.…”

Section: Introductionmentioning

confidence: 99%

The relationship between students’ mathematical disposition and their learning outcomes

et al. 2021

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The affective aspects must be owned by students in a lesson, where the affective aspects will have a relationship with the cognitive aspects of a student, therefore this study aimed to determine whether there is a relationship between students 'mathematical dispositions and students' mathematics learning outcomes. Using a mixed method and a sequential explanatory plan, the research was undertaken by first collecting quantitative data and then continuing to collect qualitative data. Where, the sample count in this study was 413 students from junior secondary schools 18 in Jambi City, Indonesia who used a total sampling technique. Data were then analyzed with the help of SPSS 21 application to find descriptive statistics in the form of mean, min, max, and category as well as inferential statistics using Pearson Product Moment. The results obtained in this study dominate both the mathematical disposition of pupils and the learning outcomes of pupils in mathematics. This was reinforced by the existence of a relationship between mathematical disposition and student learning outcomes in mathematics which is indicated by the obtained sig 0.05. This means that the mathematical disposition of students which includes the affective aspect of students has a relationship with the cognitive aspect, by having a good affective aspect, the cognitive aspects of the student are also good.

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The relationship between mathematical creativity and intelligence: a study on gifted and general education students

Cited by 15 publications

References 21 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

Examining 4th Grade Gifted and Non-Gifted Students Understanding Levels of Place Value

The relationship between students’ mathematical disposition and their learning outcomes

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