The study identifies a gap in understanding the relationship between affective entry

The gap

Evidence profile

Sourced from the limitations and recommendations and stated research gap of the source papers, classified as general, spanning 5 journals. Those papers have been cited 1 times in total.

Supporting evidence — 5 representative gaps

• Capturing Students’ Creative Thinking: An Analysis of Middle Schoolers’ Processes in Solving Mathematical Reasoning Problems (2026) · Journal of Mathematics Instruction, Social Research and Opinion · doi

  Despite the valuable insights this study provides, several limitations should be acknowledged. This research employed a qualitative case study approach with a single class of students, and the in-depth analysis focused on four students representing different levels of creative thinking. Therefore, the findings may not fully represent the diversity of students’ creative thinking processes in broader educational contexts. In addition, the mathematical tasks used in this study were limited to number pattern problems involving triangular numbers, which may reveal only certain aspects of students’ creative thinking and reasoning processes. Future research could involve larger samples, different mathematical topics, and various types of problem-solving tasks to obtain a more comprehensive understanding of students’ creative thinking in mathematics learning. Further studies may also explore instructional strategies and learning environments that effectively foster students’ fluency, flexibility, and originality when solving mathematical reasoning problems. 4. CONCLUSION This study examined the creative thinking processes of junior high school students in solving mathematical reasoning problems related to number patterns. The findings indicate that students’ creative thinking can be categorized into four levels, including imitative, routine, creative, and very creative. Students at the imitative level tend to rely on 778 https://doi.org/10.58421/misro.v5i1.1187 memorized procedures and previously learned examples when solving problems, while students at the routine level apply familiar strategies but rarely explore alternative approaches. Students categorized as creative demonstrate greater flexibility by using multiple representations and strategies in solve problems, although their reasoning may still require teacher guidance. Meanwhile, very creative students demonstrate the highest level of creative thinking by constructing generalized rules and developing original solution strategies based on the information provided in the problem. These findings indicate that students’ creative thinking in mathematical reasoning develops progressively as students become more capable of generating ideas, exploring alternative strategies, and constructing generalized solutions. Therefore, mathematics learning should provide opportunities for students to explore patterns, use multiple representations, and develop their own solution strategies in order to support the development of creative thinking in mathematics.

  generallimitationsevidence 5/5
  Keywords: students creative thinking strategies mathematical problems reasoning solving processes mathematics learning explore level four different
• How Unplugged Computational Thinking Shapes Students’ Creative Thinking: Evidence From the Human Nervous and Endocrine Systems (2026) · Journal of Science Education and Technology · cited 1× · doi

  The sample group in this study was limited to 60 sixth-grade students attending a single public school located in the city center with a moderate level of academic achievement. In future studies, similar effects can be observed by conduct- ing research with larger sample groups and in schools with different levels of academic achievement or in rural areas. Another limitation of this study is that the assessment of students’ creative thinking dispositions relied primarily on self-report instruments. In addition, only quantitative analy- sis was used in this study, and future research can be sup- ported with qualitative data as well. Future research could include the triangulation of quantitative data with qualita- tive evidence, such as concrete examples of student work, project outcomes, or observations of engagement in creative tasks, to provide a more comprehensive understanding of how unplugged CT supports creativity. In future stud- ies, in addition to investigating the impact of integrating unplugged CT activities into various science topics on cre- ative thinking skills, the effects on other 21st-century skills, such as analytical thinking, problem-solving, and systems thinking, can also be explored, not just creative thinking skills. In addition, while the current study was conducted with middle school students to examine the development of creativity skills, future studies could investigate the impact of unplugged CT activities on the development of creative thinking skills, which is a crucial ability for younger age groups, by applying these activities to primary school and preschool students.

  generallimitationsevidence 5/5
  Keywords: thinking future skills students creative school addition unplugged activities sample academic achievement effects groups quantitative
• Assessing Student's Difficulties in Applying Mathematical Knowledge to Practical Problem Solving at Natatas National High School (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings of the study, teachers are encouraged to implement instructional strategies and activities that strengthen students’ comprehension, computation, formulation, and interpretation skills in mathematics. Schools may provide additional support and learning opportunities that enhance students’ mathematical reasoning and practical problem-solving abilities. Students are also encouraged to actively participate in activities that improve their understanding and application of mathematical knowledge in real- life situations. These recommendations aim to improve students’ overall performance and problem-solving skills in mathematics.

  generalrecommendationsevidence 5/5
  Keywords: students encouraged activities skills mathematics mathematical problem solving improve based teachers implement instructional strategies strengthen
• Can Entropy Predict the Creativity Potential of Mathematical Tasks? An Exploratory Study in Mathematics Education (2026) · Education Sciences · doi

  There is a lack of theoretically grounded frameworks that enable educators and researchers to compare mathematical tasks a priori in terms of their creativity-eliciting potential. Existing perspectives, such as cognitive demand, are highly valuable but do not address the creativity-eliciting potential of tasks. The paper identifies the need for a framework that conceptualises the creative potential of mathematical tasks.

  generalstated research gapevidence 5/5
  Keywords: there lack theoretically grounded frameworks enable educators researchers
• Affective Entry Characteristics Towards Mathematics and Reflective Thinking Skills Towards Problem Solving: The Mediating Role of Critical Thinking (2026) · Journal of Intelligence · doi

  The study identifies a gap in understanding the relationship between affective entry characteristics, critical thinking tendency, and reflective thinking skills in mathematics education. There is a need to investigate the mediating role of critical thinking tendency in the correlation between affective entry characteristics toward mathematics and reflective thinking skills related to problem-solving.

  generalstated research gapevidence 5/5
  Keywords: study identifies gap understanding relationship between affective entry

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