Mathematical Creativity: A Combination of Domain‐general Creative and Domain‐specific Mathematical Skills

Schoevers, Eveline M.; Kroesbergen, Evelyn H.; Kattou, Maria

doi:10.1002/jocb.361

Cited by 45 publications

(77 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In fact, there is substantial evidence that divergent thinking ability plays a role for various domain-specific forms of creativity. Divergent thinking ability was shown to predict the creativity of humor production besides intelligence ( Kellner and Benedek, 2017 ), as well as mathematical creativity besides mathematical competence ( Schoevers et al, 2018 ). Divergent thinking ability also predicts creative life-time achievements assessed by self-reports across domains, especially when estimating latent correlations ( Plucker, 1999 ; Jauk et al, 2014 ).…”

Section: Creative Cognitionmentioning

confidence: 99%

Dimensions of Musical Creativity

Schiavio

Benedek

2020

Front. Neurosci.

View full text Add to dashboard Cite

Current literature on creative cognition has developed rich conceptual landscapes dedicated to the analysis of both individual and collective forms of creativity. This work has favored the emergence of unifying theories on domain-general creative abilities in which the main experiential, behavioral, computational, and neural aspects involved in everyday creativity are examined and discussed. But while such accounts have gained important analytical leverage for describing the overall conditions and mechanisms through which creativity emerges and operates, they necessarily leave contextual forms of creativity less explored. Among the latter, musical practices have recently drawn the attention of scholars interested in its creative properties as well as in the creative potential of those who engage with them. In the present article, we compare previously posed theories of creativity in musical and non-musical domains to lay the basis of a conceptual framework that mitigates the tension between (i) individual and collective and (ii) domain-general and domain-specific perspectives on creativity. In doing so, we draw from a range of scholarship in music and enactive cognitive science, and propose that creative cognition may be best understood as a process of skillful organism–environment adaptation that one cultivates endlessly. With its focus on embodiment, plurality, and adaptiveness, our account points to a structured unity between living systems and their world, disclosing a variety of novel analytical resources for research and theory across different dimensions of (musical) creativity.

show abstract

Section: Creative Cognitionmentioning

confidence: 99%

Dimensions of Musical Creativity

Schiavio

Benedek

2020

Front. Neurosci.

View full text Add to dashboard Cite

show abstract

“…In order to be creative in a domain, a person needs to have at least some familiarity with this domain to use creatively (Csikszentmihalyi 1997;Jeon et al 2011;Sak and Maker 2006). Empirical research supports this claim (Hong and Aqui 2004;Mann 2005;Sak and Maker 2006;Schoevers et al 2018;Stolte et al 2018).…”

Section: Domain-general Creativity and Mathematical Ability In Relatimentioning

confidence: 99%

The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

et al. 2020

Self Cite

View full text Add to dashboard Cite

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

show abstract

“…Sriraman (2005) defines mathematical creativity as a "process that results in novel and/or insightful solution(s) to a given problem or analogous problems, and/or the formulation of new questions and/or possibilities that allow an old problem to be regarded from a new angle requiring imagination" (p. 24). Mathematical creativity is generally assessed through open-ended or multiple solution items/tasks, in which students can provide several solutions to a mathematical problem (Leikin, 2009;Schoevers et al, 2018).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Culturally Responsive Assessments of Mathematical Skills and Abilities: Development, Field Testing, and Implementation

Bahar

Maker

2020

Journal of Advanced Academics

View full text Add to dashboard Cite

A persistent problem in education is underrepresentation of certain cultural and linguistic groups such as American Indian, African American, and Hispanic, in special programs for exceptionally talented students, especially in science, technology, engineering, and mathematics (STEM). An assessment with demonstrated reliability and validity as an instrument to identify exceptionally talented students was included with new instruments created in the X project. A continuum of problems, including closed, semi-open, and open-ended, was an important component of the assessment, enabling the assessment of creativity as well as understanding of mathematics concepts. The math assessment was field tested in five high schools in high poverty areas that also had high percentages of American Indian or Hispanic students. It was implemented as part of a battery of instruments to identify students to participate in a special internship program. The test–retest reliability and construct, concurrent, and predictive validity need to be investigated in future studies.

show abstract

Mathematical Creativity: A Combination of Domain‐general Creative and Domain‐specific Mathematical Skills

Cited by 45 publications

References 25 publications

Dimensions of Musical Creativity

Dimensions of Musical Creativity

The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

Culturally Responsive Assessments of Mathematical Skills and Abilities: Development, Field Testing, and Implementation

Contact Info

Product

Resources

About