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  • This study relates to two critical points in mathematical education in Israel and abroad which are the need to increase the importance of mathematical creativity when teaching mathematics and the necessity of developing tools to assess mathematical creativity that is needed to promote and develop creativity among schoolchildren. The study is also motivated by the observation that the issue of mathematical creativity as well as of creativity in mathematics education is not well explored. Characterizing the relationship between mathematical giftedness and mathematical creativity is still missing in the professional literature (e.g., Leikin, 2013; Sriraman, 2005). Since Krutetskii's (1976) seminal study of mathematical abilities, only a small number of studies have been done on the characterization of the mathematical abilities of gifted students which have left a large number of open questions (Leikin, 2009b, 2013). This research attempted to address this deficiency.This study employed Multiple Solution Tasks (i.e., tasks that explicitly require solving a mathematical problem in different ways - MSTs) in order to explore students' creativity in mathematics (Leikin & Lev, 2007; Leikin, 2013). This study examined the relationship between mathematical creativity, general giftedness and excellence in school mathematics. The study (which is a part of multidimensional examination of mathematical giftedness, e.g. Leikin, Leikin, Lev, Paz-Baruch & Waisman, 2013) attempted to get better understanding of the concept of mathematical giftedness from the point of view of mathematical creativity. This study had three main interrelated Goals: 1. To examine relationships between mathematical creativity, general giftedness and excellence in secondary school mathematics. 2. To explore creativity of adolescents with superior mathematical abilities. 3. To explore the power of different types of Multiple Solution Tasks (MSTs) for the identification of between-group differences related to mathematical creativity The research sample consisted of 184 students (16-18 years old) divided into four major experimental groups according to varying combinations of the levels of excellence in school mathematics (EM factor) and of general giftedness (G factor) (see Section 2.3). Additionally 7 students (16-18 years old) with superior mathematical abilities (S-MG) took part in the study.Data collection and analysis: The data was collected by means of written tests and individual interviews.The Test consisting of five MSTs – was designed for the purpose of this study (see Sections 2.2.1 and 2.2.2). To evaluate students' creativity the study employed a model for evaluation of mathematical creativity using MSTs (see Part 3 and Section 1.2.7; Leikin, 2009b, 2013). The students' solutions to the Test were analyzed with 5 criteria (correctness of the solutions, fluency, flexibility, originality and creativity). The quantitative analysis of the tests was performed in 2 steps: Step A focused on the similarities and differences in the four major groups of participants -- G-EM, NG-EM, G-NEM, and NG-NEM. Step B was directed towards the identification of specific characteristics of S-MG participants. At Step A we used MANOVA for G factor and EM factor with consequent ANOVAs and pair-wise comparisons (G vs. NG in EM and NEM groups and EM vs. NEM in G and NG groups, separately). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

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