Abstract
This study aimed to analyze cases of creative synergy in a group of 5th and 6th-grade elementary math-gifted students in an ill-structured decision-making problem-solving process. Two groups were selected according to the group output level in the applied task, and cases of a combination of contributions and process losses were examined, focusing on the three states of creative synergy through episode-by-episode discourse analysis. As a result, combining group members' contributions was linked to creative synergy, and it was essential to minimize process loss to connect complementary and tension states circularly. Based on these findings, further research on various variables, including individual characteristics, the completeness of individual problem-solving, concerns about group sustainability to maximize creative synergy, and factors and strategies for connecting and maintaining states of complementarity and tension, was proposed.
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