Mathematical creativity and meta-creative thinking in solving various types of mathematical problems among students with diverse abilities in mathematics (Hebrew)

The present study examines mathematical creativity and meta-creative thinking towards mathematical problem solving throughout various topics among students with diverse mathematical abilities, particularly focusing on students with mathematical learning difficulties. While numerous studies have explored the relationship between mathematical creativity and mathematical ability among gifted and high-achieving students, few have focused on students with average abilities or learning difficulties (Bicer et al., 2021). To date, only a small number of researchers have argued that mathematical creativity can also be fostered among low-achieving students through engagement in tasks that require creative thinking (Lin, 2011). Moreover, previous research on meta-creative thinking has primarily addressed general creativity, rather than specifically focusing on creativity in mathematics (Mevarech & Paz-Baruch, 2022).

This study included 115 eighth-grade students (55 boys and 60 girls) from middle school in central Israel, (Mean age 13.29 years). Participants were divided into three study groups based on their mathematical achievements and non-verbal abilities. Each student was asked to solve three open-ended mathematical problems designed to elicit divergent thinking in three domains: numerical, geometric, and mathematical literacy. After completing the tasks, students answered a Meta-creative Thinking Questionnaire addressing their meta-creative strategies during problem solving.

The results revealed that the pattern of differences in mathematical creativity among the groups varied according to the mathematical content domain. In the numerical domain, significant differences were found, showing students with higher mathematical ability produced more original solutions than low ability students. No group differences were found in flexibility. In geometry and mathematical literacy domains, no significant group differences were found in fluency, flexibility, or originality. Additionally, students with high mathematical abilities reported using more meta-creative strategies compared to students in the other two groups. The findings regarding high-ability students align with previous studies indicating that mathematical creativity tends to increase with mathematical ability, particularly in tasks requiring proficiency in mathematics and a broader conceptual understanding. Conversely, the findings in the geometry domain suggest that visuo-spatial based tasks might easier for students with mathematical difficulties, enabling them to demonstrate creative potential through a wider range of original solutions.

In conclusion, the current study contributes to the theoretical understanding of mathematical creativity of students with varying levels of mathematical ability. The results highlight that  mathematical creativity depends not only on the level of the students’ ability, but also on the nature and structure of the mathematical problem. Notably, open-ended tasks appear to provide opportunities for creative expression even among lower-achieving students. From an applied perspective, the findings highlight the importance of integrating open-ended mathematical tasks and explicit instruction in meta-creative  strategies into mathematical instruction in schools.  encouraging the use of meta-creative thinking strategies during  mathematical problem-solving may help students to develop creativity in mathematics. The study emphasize the need to design innovative educational interventions that could promote meta-creative strategies in mathematics, particularly for students with difficulties in mathematics.