Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability

Abstract

Six attributes of creative problem-solving ability were investigated as predictors of creative problem solving ability in math. A total of 409 Taiwanese fifth and sixth graders were administered the recently developed Creative Problem Solving Attributes Inventory and other corresponding established instruments that measure similar attributes. The Creative Problem Solving Attributes Inventory yielded valid and reliable data on creative problem solving attributes. Results also demonstrated that divergent thinking and domain specific knowledge and skills directly predicted math problemsolving ability, whereas divergent thinking, convergent thinking, motivation, general knowledge and skills, and environment indirectly predicted math problem solving ability. Implications for nurturing creative problem solving ability and limitations of the study are discussed.

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

“…In addition, since executive functions are mainly important in novel, challenging situations in which flexibility is a key aspect ( Davidson et al 2006 ; Rhoades et al 2011 ; Van der Sluis et al 2007 ), they also seem to fulfill an important role during creative tasks (e.g., Benedek et al 2014 ; Sharma and Babu 2017 ). Domain-general creativity and mathematical ability, in their turn, seem to promote mathematical creativity (e.g., Jeon et al 2011 ; Kroesbergen and Schoevers 2017 ; Lin and Cho 2011 ; Sak and Maker 2006 ). To move beyond such correlational results and provide a more holistic image, the current study investigated if and how executive functions, domain-general creativity, and mathematical ability are related to mathematical creativity in a sample of 8- to 13-year-olds.…”

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Independence Pending

“…Learning that involves these elements of student self-direction, in contrast to purely teacher-directed learning, is beneficial for several reasons. Learners are more likely to explore, extend themselves, risk, and think creatively when teachers and parents provide opportunities for choice (Grolnick, Deci, & Ryan, 1997), and learners who develop the ability to solve problems have demonstrated increased expressivity (Broomhead, 2009) and a greater capacity for creativity (Lin & Cho, 2011). Researchers have demonstrated a link between motivation and autonomy (Deci & Ryan, 2000; Isen & Reeve, 2005; Koestner, Ryan, Bernieri, & Holt, 1984) and between motivation and self-regulated learning (e.g., McPherson & McCormick, 1999).…”