Abstract
This study aimed to help determine what the typology of math creative problem‐solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem‐solving abilities of 409 fifth‐ and sixth‐grade Taiwanese students was identified and compared in this study. A Creative Problem‐Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem‐solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem‐Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain‐specific knowledge and skills, and environment—on students’ creative problem‐solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.
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