Mathematical creativity in generally gifted and mathematically excelling adolescents: what makes the difference?

By R. Leikin, Miri Lev. 2013

131 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bd3569e7becd20124d6dc1812d1659d4d4fc3555

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Maike Schindler
2. Linda Hsu
3. Lisa Tseng
4. Benjamin Rott
5. Julia Joklitschke
6. Hsueh-Chih Chen
7. Po-Sheng Huang
8. Shu-Ling Peng

In Social Psychology

1. Maike Schindler
2. Benjamin Rott
3. Julia Joklitschke
4. Hsueh-Chih Chen

Citations in the corpus

• Notions of Creativity in Mathematics Education Research: a Systematic Literature Review (2021, methodology): “After the TTCT was adopted to the field of mathematics education research, the main focus was on the investigation of the relationship of creativity to abilities and giftedness (Kattou et al. 2013; Kontoyianni et al. 2013; Leikin & Lev, 2013).”
• The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity (2017, methodology): “…Test (Getzels & Jackson, 1962), the Creative Ability in Mathematics Test (Balka, 1974), the Divergent Production in Mathematics (Haylock, 1987a, 1997), the Mathematical Creative Problem-Solving Ability Test (Lee et al., 2003), and the Multiple Solution Tasks (Leikin, 2009; Leikin & Lev, 2013).”