Abstract
Mathematics, being a very ancient discipline, is usually seen as a formal subject that must be learned for school purposes, which is very far from creativity and fun. Also, mathematical skills are often considered a talent, so students are easily divided into gifted and not gifted, with a focus on speed and accuracy rather than encouraging the process of juggling between divergent and convergent thinking. In the present paper, we aimed at investigating the relationship between mathematical reasoning and different aspects of creative thinking, such as divergent and convergent creativity, aesthetic appreciation, and humor. To do so, 146 second and third graders in a primary school in Milan have been recruited and tested with mathematical and creative tasks. Correlational analyses showed significant positive relations between flexibility and originality dimensions of creativity and mathematical performance. Results are discussed by providing a theoretical framework about the relation between mathematics and creative skills.
Highlights
1.1 Notes on creativityWhat is creativity? This is far from a simple question
The analyses performed showed some significant positive correlations between the mathematical performance (Math) and the lines test taken by second graders about flexibility scores (r=0.25; p=0.032), originality (r=0.33; p=0.005), as well as total score (r=0.25; p=0.031)
The correlations found between mathematical performance and creativity are interesting especially analyzing the related sub-components
Summary
Creativity turns out to be a multifaceted concept that cannot be defined univocally. Some claim it is a skill, those who claim it is a talent, those who claim it is a gift reserved for the few, those who claim it is an aspect of the artist, and those who think that is a sort of necessity. Creativity can be understood as an aspect of rational thought: not just a gift of a few geniuses, but a forma mentis possessed by all individuals in different ways. The first studies on creativity date back to the second half of the nineteenth century and take into account the biological-heritage aspect of talent.
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