Development of Mathematical Creative Problem Solving Ability Test for Identification of the Gifted in Math

By Hongwon Kim, Seok-hee Cho, Doechee Ahn. 2004

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How researchers see this paper

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Mathematical creativity and school mathematics: Indicators of mathematical creativity in middle school students (2005, background): “Traditional tests to identify the mathematically gifted do not identify or measure creativity (Kim et al., 2003) but often reward accuracy and speed.”
Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability (2011, methodology): “The MCPSAT (H. Kim et al., 2003) was selected to assess MCPSA; the CTI-I (Yen, 2003) to measure CT; the IPI (Campbell, 1994) to examine environment; the CAP (Williams, 1980) to evaluate DT and Motivation with its subscales of the Test of Divergent Thinking (TDT) and the Test of Divergent Feeling…”
The Search for Mathematical Creativity: Identifying Creative Potential in Middle School Students (2009, background): “Traditional tests to identify mathematically gifted students do not identify creativity (Kim, Cho, & Ahn, 2003 ), but rather value accuracy and speed.”
Factors that Influence Mathematical Creativity (2019, background): “The research done by Krutetskii (1976) began to expand mathematical creativity to include other indicators.”
A Study on the Development of a Mathematics Creativity Scale. (2016, background): “Others included fluency, flexibility and originality in the context of mathematical creativity (Mann, 2005; Haylock, 1987; Jensen, 1973; Kim et al., 2003).”