Relationships between general giftedness, expertise in mathematics, and mathematical creativity that associated with pattern generalization tasks in different representations

The current study investigated creativity-directed problem-solving processing that explicitly requires solving pattern generalization problems in multiple ways. To examine mathematical creativity, we employed a solution tasks approach, asking participants to solve were engaged with generalization-multiple which patterns presented numerically, diagrammatically, or contextually. aimed whether success and creativity associated are affected (I) by expertise mathematics (EM) general giftedness (G) (II) task complexity representation. Two hundred ninety-eight from four research groups differed levels of participated the study. We found G statistically significant all components when tasks, independently Surprisingly, effect EM was lower dependent on type Also surprising, interactions between factors tasks. findings demonstrate representation students’ tasks: contextual representations approached highest level whereas numerical appeared be tackled lowest creativity. suggest instruction should integrate promote