Investigating middle school students' creative problem solving in numerical and spatial domains

The results support the domain-specific nature of creativity in mathematical contexts and highlight how curricular and instructional practices may limit opportunities for students to express originality. Even high-ability students tended to reproduce familiar patterns, reflecting prototype-driven reasoning reinforced by curricular settings. The study underscores the need for open-ended, non-routine mathematical tasks that encourage divergent thinking and integration of spatial and numerical reasoning to better cultivate students' mathematical creativity.