Academic Versus Creative Abilities in Mathematics: Two Components of the Same Construct?
By Nava L. Livne, R. Milgram. 2006
60 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/b03d3da5d304f76b608ed27b1a97f12fe59c5593
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In Cognitive Neuroscience
In Experimental and Cognitive Psychology
Citations in the corpus
- Differential Effects of Divergent Thinking, Domain Knowledge, and Interest on Creative Performance in Art and Math (2011, result): “This finding is aligned with the findings of recent studies in which math achievement had a statistically significant contribution to creative performance in the math domain (Livne & Milgram, 2006 ; Mann, 2009 ).”
- Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability (2011, methodology): “Instruments that assess math creative problem solving ability (MCPSA) have recently been developed in Korea (H. Kim et al., 2003; Lee, Hwang, & Seo, 2003) and Israel (Livne & Milgram, 2006), but they have not been internationally used, either because they are not published in English or because thei”
- The Search for Mathematical Creativity: Identifying Creative Potential in Middle School Students (2009, methodology): “Livne and Livne (as cited by Milgram & Livne, 2006 ) developed the Multiscale Academic and Creative Abilities in Mathematics (MACAM) instrument, drawing on the framework of Milgram's ( 1989 ) 4 × 4 Structure of Giftedness Model.”
- Creative Thinking Ability: Domain Generality and Specificity (2010, background): “Domain-general and domain-specific analytical ability (in literature and mathematics) has shown moderate correlations (Hong & Milgram, 1996 ; Livne & Milgram, 2006 ).”
- Factors that Influence Mathematical Creativity (2019, background): “Researchers have categorized and classified mathematical creativity in various manners. Siswono (2011) describes five Levels of Creative Thinking (LCT).”
- The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics (2015, background): “Furthermore, Livne and Milgram (2006) provided evidence that mathematics cognition consists of academic and creative abilities where one is not predictive of the other and that although general measures of creativity did not predict academic performance in mathematics, they predicted creative…”