Developmental Variation in Children's Creative Mathematical Thinking as a Function of Schooling, Age, and Knowledge

By Uğur Sak, C. J. Maker. 2006

109 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d7e314db55ebf22d3f21cadd05d4fc407795af23

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking (2011, background): “Sak and Maker (2006) reported no peaks or slumps at the fourth grade.”
Creative Thinking Ability: Domain Generality and Specificity (2010, background): “Among grades 1 through 5, students in upper grades score higher in divergent thinking than student in lower grades (Sak & Maker, 2006 ).”
Technology-based assessment of creativity in educational context: the case of divergent thinking and its relation to mathematical achievement (2015, background): “…has also been measured, correlations between mathematical knowledge and divergent thinking have ranged from .38 to .60 (Bahar & Maker, 2011; Sak & Maker, 2006), but there is a lack of research on the relation of general divergent thinking to mathematical knowledge or other dimensions of…”
The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity (2017, background): “Generally speaking, most of the findings still show that mathematical creativity is related to mathematics achievement (Haylock, 1987a; Jensen, 1973; Mann, 2009; Sak &Maker, 2006; Walia, 2012).”
Differential Effects of Divergent Thinking, Domain Knowledge, and Interest on Creative Performance in Art and Math (2011, methodology): “Only few studies have attempted to examine the influence of domain knowledge on creativity (Diakidoy & Spanoudis, 2002 ; Sak & Maker, 2006 ); when they have, creativity was measured by tests using a similar scoring method to that of divergent thinking, rather than by experts' ratings of creative p”