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This study investigates the extent of mathematical
creativity among 57 eight-grade talented students in the Mathematically Talented
Youth Program. We examine the reasoning these students applied in solving a problem;
the degree of mathematical creativity and aesthetic in their approach in solving
a non-routine mathematical problem; and explore whether the students’ mathematical
thinking is dependent solely upon previous mathematical knowledge and skills. We
found that majority of the students relied on technical algorithm to solve the problem.
Although talented students coped well with the thinking challenge, most of them
operated at the basic level of creativity. One implication drawn from this study
is the need to broaden and develop mathematical-logical thinking both as specific
lessons and also as an integral part of other lessons in the program.