Examination of the relationship between mathematicalcreativity and non-verbal intelligence

Objective: In this study, the relationship between mathematical creativity and nonverbal intelligence levels of gifted and typically developing students was examined. At the same time, it was analysed whether the mathematical creativity and intelligence scores of gifted and typically developing students differed according to gender and grade level variables. Finally, the relationship between students' intelligence scores and their mathematical creativity was tested. Material and Method: Relational survey model was used in the study. The sample of the study consisted of 114 gifted and 110 typically developing students in the 5th, 6th and 7th grades in Aydın province. Mathematical Creativity Scale and TONI-3 test were used to collect the data. In addition to descriptive statistics, t-test, one-way and two-way analysis of variance and correlation analysis were used to analyse the data. Findings: As a result of the analyses, nonverbal intelligence test scores, mathematical creativity and its sub-dimensions were found to be higher in gifted students compared to typically developing students. The mathematical creativity sub-dimension scores of both groups were found to be fluency, originality and flexibility from high to low, respectively. Although the intelligence scores of gifted female students were significantly higher than male students, there was no difference between their mathematical creativity. The intelligence scores of typically developing students did not differ significantly by gender, but a difference was found in their mathematical creativity, and the mathematical creativity of female students was significantly higher than that of male students. While there was no significant difference in the intelligence scores of gifted students according to grade level, there was a significant difference in the intelligence scores of typically developing students according to grade level. Mathematical creativity scores of gifted and typically developing students differed significantly according to grade level and it was found that mathematical creativity increased as the grade level increased. Conclusion: It has been observed that there are differences in mathematical creativity and intelligence scores of gifted and typically developing students according to gender and grade level. A significant relationship was found between the intelligence scores and mathematical creativity of gifted and typically developing students. All the findings were discussed in the light of the research in the literature and recommendations were presente. Keywords: Creativity, Mathematical Creativity, Intelligence, Mathematics Education, Exceptional Talent.