Creativity in Mathematics Performance: The Role of Divergent and Convergent Thinking

Autor/inn/en	de Vink, Isabelle C.; Willemsen, Robin H.; Lazonder, Ard. W.; Kroesbergen, Evelyn H.
Titel	Creativity in Mathematics Performance: The Role of Divergent and Convergent Thinking
Quelle	In: British Journal of Educational Psychology, 92 (2022) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Vink, Isabelle C.) ORCID (Lazonder, Ard. W.) ORCID (Kroesbergen, Evelyn H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12459
Schlagwörter	Creativity; Creative Thinking; Convergent Thinking; Mathematics Skills; Elementary School Mathematics; Elementary School Students; Foreign Countries; Predictor Variables; Task Analysis; Problem Solving; Netherlands + Suchen Sie Ihr Suchwort? Kreativität; Kreatives Denken; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Ausland; Prädiktor; Aufgabenanalyse; Problemlösen; Niederlande
Abstract	Background: Creativity requires both divergent and convergent thinking. Previous research established that "divergent" thinking relates to mathematics performance, but generally ignored the role of "convergent" thinking and, hence, leaves it unclear how both might interact when children work on mathematical tasks. This study addressed this paucity in the research literature, with the goal of improving our understanding of the role of creative thinking in primary school mathematics. Aims: This study examined how divergent and convergent thinking contribute to mathematics performance, both directly and jointly, on single- and multiple-solution tasks. Sample: The study was conducted with 229 Dutch fifth graders of 12 primary schools. Method: Divergent and convergent thinking were measured with a visual and verbal task. Path analysis was used including verbal and visual divergent and convergent thinking tasks in relation to single- and multiple-solution mathematics task performance. Working memory was included as a covariate. Results: Verbal convergent thinking positively predicted single- and multiple-solution task performance. Verbal divergent and convergent thinking interacted in relation to single-solution task performance, while visual divergent and convergent thinking interacted in relation to multiple-solution task performance. Conclusions: Children's mathematics performance mainly relies on convergent thinking. The role of divergent thinking is twofold: it complements convergent thinking on multiple-solution tasks and compensates convergent thinking on single-solution tasks. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01