The Search for Mathematical Creativity: Identifying Creative Potential in Middle School Students

Abstract The identification of creative potential in mathematics poses many challenges. Much of the research into the identification of mathematical creativity has focused on the development of measurement instruments. Scoring of these instruments is time consuming and subject to scorer interpretation, limiting their use. This study sought a simpler means to obtain indicators of creative potential in mathematics. Existing instruments were used to explore the relationship between mathematical creativity and mathematical achievement, attitude towards mathematics, self-perception of creative ability, gender, and teacher perception of mathematical talent and creative ability. Data were gathered from 89 7th graders in a suburban Connecticut school. The regression model predicted 35% of the variance in mathematical creativity scores. Mathematical achievement was the strongest predictor accounting for 23% of the variance. Student attitudes towards mathematics, self-perception of their own creative abilities, and gender contributed the remaining 12% of variance. Interpretation of the relative importance of the independent variables was complicated by correlations among them. I wish to thank Drs. Gavin, Siegle, Reis, Renzulli, and Gubbins at the University of Connecticut for their guidance and support in the development of this study. Notes Note. Source = State of Connecticut Department of Education http://www.csde.state.ct.us/public/cedar/profiles/index.htm Note. CMT = Connecticut Mastery Test. SRBCSS = Scales for Rating the Behavioral Characteristics of Superior Students–Mathematics. WKOPAY = What Kind of Person Are You? ∗p < .05. ∗∗p < .01. Note. CMT = Connecticut Mastery Test. SRBCSS = Scales for Rating the Behavioral Characteristics of Superior Students–Mathematics. WKOPAY = What Kind of Person Are You? R 2 = .35 (n = 89, p < .01). ∗p < .05. ∗∗p < .01. ∗∗p = .01. Note. CMT = Connecticut Mastery Test. a R 2 = .14 (n = 47, p = .01), F(1, 45) = 7.22, p = .01, ∗∗p = .01. b R 2 = .08 (n = 42, p = .08), F(1, 40) = 3.29, p = .08. ∗p < .05. ∗∗p < .01.