Developing Mathematical Creativity in High-Potential Kindergarten English Learners Through Enrichment and Tangram Activities

Early mathematical learning predicts later academic achievement, and creativity within mathematics plays a central role in higher-order thinking. This study examined the effects of linguistically responsive mathematics enrichment programs for nurturing mathematical creativity. Participants were 250 high-potential kindergarten English Learners across six urban schools in New York, Texas, and California. A linguistically responsive enrichment intervention adapted from the Mentoring Young Mathematicians (M2) math curriculum was implemented for 80 h across seven months. Using the Tangram Creativity Assessment, fluency, flexibility, and originality were measured in students’ tangram problem solving. Additional predictors included Tangram Problem Solving Speed (TPSS), general reasoning (CogAT), and mathematical achievement (NWEA MAP Math). ANCOVA showed significant post-test differences favoring the intervention group across all creativity components. Two-group structural equation modeling analysis supported measurement invariance and explained 55–60% of posttest creativity variance. TPSS emerged as the strongest predictor, with greater effects for the intervention group. These findings highlight the potential of enrichment programs and language-accessible geometry tasks to cultivate creativity in young gifted ELs by strengthening their mathematical foundation while supporting flexible and original problem solving.