Creative potential as a bridge between mathematics and the real-life: The case of word problem-solving in primary school students

Word problem-solving is a critical yet challenging mathematical skill for primary school children. This study examined the role of domain-general and mathematical creative potential in word problem-solving while accounting for fluid intelligence, problem representation, and computation skills. Additionally, it explored whether creative potential’s influence varied across problem types. A total of 310 fourth and fifth graders were assessed on domain-general convergent creative potential, mathematical creative potential, intelligence, problem representation, and computation skills. They solved three types of problems with increasing complexity: (1) consistent problems, where relational terms align with the required operation (e.g., less than requiring subtraction); (2) inconsistent problems, where relational terms misalign with the operation (e.g., less than requiring addition); and (3) complex problems, involving intricate narratives or non-standard scenarios requiring world semantics and strong representational skills. General linear mixed models, accounting for school and classroom effects, revealed that the association between creative potential and performance varied according to the nature of creative potential (domain-general vs. mathematical) and the problem type. Neither form of creative potential predicted performance on consistent problems. Mathematical creative potential was positively associated with performance on inconsistent problems, and both domain-general convergent and mathematical creative potential showed positive associations with performance on complex problems. These findings highlight creativity’s unique role in word problem-solving and suggest that fostering creative potential in education may enhance children’s ability to tackle difficult problems.