Abstract
Observation that the interrelations between mathematical creativity, mathematical expertise and general giftedness are vague is what motivated a large-scale study that explores the relationship between mathematical creativity and mathematical ability. The study employs Multiple Solution Tasks (MSTs) as a tool for the evaluation of mathematical creativity in high-school students. We discuss the links between mathematical creativity, excellence in school mathematics and general giftedness as reflected in an empirical study of senior high-school students in Israel, which implemented the MST tool. The study demonstrated that between-group differences are task-dependent and are a function of mathematical insight integrated in the mathematical task.
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