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Unveiling Mathematical Creativity: The Interplay of Intelligence, Intellect, and Education

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Publicado en:Education Sciences vol. 15, no. 12 (2025), p. 1614-1631
Autor principal: Mann, Eric L
Otros Autores: Chamberlin, Scott A
Publicado:
MDPI AG
Materias:
Problem solving
Behavior
Higher education
Personality traits
Personality
Secondary education
Mathematics
Educational attainment
Cognition & reasoning
Academic achievement
Flexibility
Access to information
Creativity
Intelligence
Educational Practices
Literature Reviews
Intelligence Differences
Intelligence Tests
Creative Thinking
Aesthetic Education
Learning Strategies
Imagination
Behavior Patterns
Mathematics Education
Multiple Intelligences
Creative Activities
Interpersonal Relationship
Beliefs
Educational Experience
Learner Engagement
Definitions
Educational Strategies
Association (Psychology)
Individual Characteristics
Acceso en línea:Citation/Abstract
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Resumen:Mathematical creativity remains a complex and often contested construct, with its definition and measurement still subject to debate. While the four classic indicators—elaboration, flexibility, fluency, and originality have provided a foundation for research, they alone cannot resolve the field’s conceptual “fuzziness.” This paper examines mathematical creativity through three intersecting lenses: intelligence, intellect, and education. Intelligence is viewed as cognitive capacity, providing the mental resources for abstraction, problem transformation, and reasoning. Education offers the conceptual tools, heuristics, and domain knowledge necessary for productive problem solving. Intellect—closely associated with the personality trait of openness—supports curiosity, tolerance for ambiguity, and exploration. We argue that the interaction among these three factors influences the likelihood of producing mathematically creative processes and products. Drawing on contemporary research, we propose a model that integrates cognitive ability, educational attainment, and personality characteristics to better predict creative potential. This model highlights how educational environments can either foster or inhibit creativity and suggests that creativity is not a fixed trait but a dynamic outcome shaped by opportunity, knowledge, and affect. We conclude by discussing implications for assessment, curriculum design, and future research, encouraging a more nuanced approach to cultivating mathematical creativity across diverse educational and cultural contexts.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15121614
Fuente:Education Database