This descriptive research is grounded on the objectivist epistemology and informed by positivism. It used Path Analysis to examine the predictive and mediational role that creativity, self-efficacy, and anxiety play in the mathematical problemsolving performance of potential mathematically gifted Grade Six pupils from selected elementary schools in Iloilo. The eighty-three participants were given the Kuhlmann-Anderson Test to determine their cognitive ability. The results of the test were also used as the basis for their classification into High Potential Mathematically Gifted (HPMG) and Low Potential Mathematically Gifted (LPMG). Based on the results, 40 pupils were classified as HPMG while 43 as LPMG. The instruments used to gather data were the Mathematics Anxiety Rating Scale (MARS), Mathematical Creativity Test (MCT), Mathematics Self-Efficacy Rating Scale (MSRS), Mathematical Problem-Solving Test (MPS), and Parental Support Rating Scale (PSRS). Means, standard deviations, and percentages were used for descriptive data analyses and the Pearson's Product-Moment Correlation, Multivariate Analysis of Variance (MANOVA), Multiple Linear Regression, and Path Analysis (PA) for inferential data analyses, all set at .05 level of significance. Results showed that as a whole group, the participants reported a moderately high cognitive ability and self-efficacy, low anxiety; and average creativity and problem-solving performance. MANOVA revealed a statistically significant multivariate effect between the high and low potential mathematically gifted groups on the combined dependent variables. In the final path model, cognitive ability significantly influenced all endogenous variables; parental support predicted self-efficacy and anxiety; self-efficacy predicted anxiety and creativity; and creativity predicted problem-solving performance. The total effect of cognitive ability, sex, and parental support on problem-solving performance suggests that part of their influence was mediated by pupils' self-efficacy perceptions, anxiety, and creativity. Self-efficacy, anxiety, and creativity, on the other hand, mediated the effect of cognitive ability and parental support as their respective total effects on problem-solving performance were much stronger than their direct effects. It is inferred, then, that a potential mathematically gifted pupils' innate ability, if coupled with high sense of mathematics efficacy, and ability to produce many ideas, to generate varied approaches observed in a solution, and to come up with novel and unique ideas will make them a successful problem solver.

With regard to creativity in mathematics, scholars tend to focus on the logical realm, which includes fluency, flexibility, and originality while overlooking the value of the affective domain, which includes self-efficacy, beliefs, and attitudes. The objectives of this study were 1) to investigate the extent to which self-efficacy affects students’ mathematical creative thinking ability; and 2) to determine the characteristics of students with high mathematical creative thinking ability and high self-efficacy. A mixed-method approach, that combined semi-structured interviews, and correlation analysis was employed to investigate the effect of self-efficacy on students’ mathematical creative thinking ability. The participants of the study were selected from junior high schools (JHS) in the city of Makassar. Ninety-six students (42 boys and 54 girls, aged 14 years old) completed a questionnaire assessing their mathematics self-efficacy. In general, the results proved that self-efficacy...

With regard to creativity in mathematics, scholars tend to focus on the logical realm, which includes fluency, flexibility, and originality while overlooking the value of the affective domain, which includes self-efficacy, beliefs, and attitudes. The objectives of this study were 1) to investigate the extent to which self-efficacy affects students’ mathematical creative thinking ability; and 2) to determine the characteristics of students with high mathematical creative thinking ability and high self-efficacy. A mixed-method approach, that combined semi-structured interviews, and correlation analysis was employed to investigate the effect of self-efficacy on students’ mathematical creative thinking ability. The participants of the study were selected from junior high schools (JHS) in the city of Makassar. Ninety-six students (42 boys and 54 girls, aged 14 years old) completed a questionnaire assessing their mathematics self-efficacy. In general, the results proved that self-efficacy had an effect on JHS students’ mathematical creative thinking ability. This study also revealed that students with high self-efficacy are more likely to possess high mathematical creative thinking ability and vice versa. The characteristics of students with high mathematical creative thinking ability and high self-efficacy include excessive anxiety, reliance on key experiences, such as the ability to generate ideas (cognitive novelty), the ability to propose various solutions (cognitive variety), and the ability to change perceptions (cognitive framing).

The purposes of this study are : 1) To describe the presence or absence of an increase in mathematical creative thinking skills of students taught through an open-ended approach. 2) To describe the presence or absence of an increase in mathematical selfefficacy of students taught through an open-ended approach. 3) To describe the presence or absence of interaction between learning approaches with student's early mathematical ability to increase student's mathematical creative thinking ability. 4) To describe the presence or absence of interaction between learning approach with student's early mathematical ability to increase student's mathematical self-efficacy. This research is a quasi-experimental research. The population of this research is all of students class VII Junior High School 17 Medan Semester Odd Year 2017/2018. And randomly selected two classes. The experimental class is taught with an open-ended approach and control class with conventional learning. Th...

Creativity is an understudied topic in elementary school mathematics research. Nevertheless, we argue that creativity plays an important role in mathematics, but that more research is needed to understand this relation. Therefore, this study aimed to investigate this relation, specifically between domain-general creativity , domain-specific mathematical creativity, and mathematical ability. Measures for these constructs were administered to 342 Dutch fourth graders. In order to examine the nature of the relation between creativity and mathematics, two competing models were tested, using Structural Equation Modeling. The results indicated that models in which general creativity and mathematical ability both predict mathematical creativity fitted the data better than models in which mathematical and general creativity predict mathematical ability. This study showed that both general creativity and mathematical ability are important to think creatively in mathematics.