Creativity in Context: How Problem Features Shape the Use of Creative Skills in Mathematical Word Problem-Solving

A vast body of research highlights creativity’s involvement in math performance. However, few studies have specifically investigated the role of creativity in word problem-solving, a particularly challenging acquisition for children, which entails the ability to solve arithmetical problems in verbal formats and to apply mathematical knowledge to real life situations. This study examined the unique contribution of domain-general and domain-specific (i.e., mathematical) creativity to word problem-solving, after controlling for well-documented predictors, and investigated whether those contributions varied depending on specific problem features. 310 fourth- and fifth-graders completed tasks assessing general creativity (EPoC; Lubart et al., 2011), mathematical creativity (MCT; Kattou et al., 2013), fluid intelligence, problem representation, and math anxiety, as well as three types of problems: consistent (i.e., a relational term suggests the right operation), inconsistent (i.e., a relational term suggests the wrong operation) and complex problems (i.e., requiring world semantics). Results showed no significant effects of either general or mathematical creativity on consistent problems. Instead, mathematical creativity emerged as a significant predictor of performance in inconsistent problems. Finally, both mathematical and general creativity emerged as significant predictors of performance in complex problems. This study revealed the impact of creativity on word problem-solving, which varies depending on its domain-general or domain-specific nature and on problem features. These findings highlight the unique role of creativity in word problem-solving and suggest that fostering creativity in mathematical education may be a fruitful way to reduce difficulties in math acquisition.