Abstract
This paper investigates the relationship between the creative process in mathematical tasks and spatial, object and verbal cognitive styles. A group of 96 prospective primary school teachers completed the Object-Spatial Imagery and Verbal Questionnaire and took a mathematical creativity test. The results of a multiple regression analysis demonstrated that whereas visual cognitive styles (spatial and object imagery) were statistically significant predictors of participants’ creative abilities in mathematics, verbal cognitive style did not predict these abilities. Further analysis of the data indicated that spatial imagery cognitive style was related to mathematical fluency, flexibility and originality. On the other hand, object imagery cognitive style was negatively related to mathematical originality and verbal cognitive style was negatively related to mathematical flexibility. The study also revealed that individuals with a tendency towards different cognitive styles employed different strategies in the creative mathematical tasks.
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