Ability and Creativity in Mathematics

An earlier paper by the writer dealt briefly with intellective factors in learning mathematics, or, more precisely, with the structure and correlates of mathematical ability (Aiken, 1971). As a follow-up to that paper, an extensive review of the literature on language factors and mathematics learning was conducted, concluding, as did the first paper, with specific recommendations for further research (Aiken, 1972). The present paper is the third in a series of critical reviews of research concerned with variables that influence mathematical ability.2 Although the emphasis here is on cognitive variables, more attention has been given elsewhere to research in the affective domain (Aiken, 1970). In any event, affective and cognitive variables interact in a complex way to influence performance in mathematics. Therefore, it is important to consider the effects of attitudes, temperament, and other personality variables, as well as the sociocultural context, in discussing mathematical ability and creativity.