Creative Behavior and Achievement in Mathematics

Abstract

Kaltsounis and Stephens (1973) gave 184 Ss in Grades 4 through 6 the Torrance Tests of Creative Thinking, Verbal and Nonverbal, Form A and Seeing Through Arithmetic Tests (STAT). There were significant correlations between verbal originalitg and all mathematics measures. The present study assessed the correlation between creativity and arithmetic achievement as measured by a subjective evaluation of srudent's performance in mathematics. Ss were (61 in Grade 3,61 in Grade 4, 63 in Grade 5, and 60 in Grade 6) boys and girls in a suburban Nashville school system. Ss' distribution by grade and sex was the same as Kaltsounis and Stephens' distribution. Other than these criteria, no additional selection procedures were employed. Creative ability was measured by the Torrance Tests of Creative Thinking, Verbal and Nonverbal, Form A (1966), which were scored for verbal and nonverbal fluency, flexibility, originality, and elaboration. Mathematics achievement was measured through a teacher's rating of student's performance in mathematics. The participating teachers were presented with a copy of Seeing Through Arithmetic Tests (1969) and asked to note the six mathematical abilities for their respective grades. The teachers then were requested to rate their pupils on each mathematical ability by assigning values from 0 (poor) to 15 (superior). This subjective evaluation of the student's performance in mathematics was completed in June of 1973. The Pearson product-moment correlations between scores on figural creativity and scores on the subjective evaluation of student's performance in mathematics ranged from -.02 to .19. Figural composite score correlated .19 with selecting answers, .18 with information, and .18 with concepts. These were the only three statistically significant results (p = .01). The respective Ps were .0361, ,0324, and .0324. These low values have little practical value.