Some environmental and attitudinal characteristics as predictors of mathematical creativity

There are many things which can be made more useful and interesting through the application of creativity. Self-concept in mathematics and some school environmental factors such as resource adequacy, teachers’ support to the students, teachers’ classroom control, creative stimulation by the teachers, etc. were selected in the study. The sample of the study comprised 770 seventh grade students. Pearson correlation, multiple correlation, regression equation and multiple discriminant function analyses of variance were used to analyse the data. The result of the study showed that the relationship between mathematical creativity and each attitudinal and environmental characteristic was found to be positive and significant. Index of forecasting efficiency reveals that mathematical creativity may be best predicted by self-concept in mathematics. Environmental factors, resource adequacy and creative stimulation by the teachers’ are found to be the most important factors for predicting mathematical creativity, while social–intellectual involvement among students and educational administration of the schools are to be suppressive factors. The multiple correlation between mathematical creativity and attitudinal and school environmental characteristic suggests that the combined contribution of these variables plays a significant role in the development of mathematical creativity. Mahalanobis analysis indicates that self-concept in mathematics and total school environment were found to be contributing significantly to the development of mathematical creativity.