Early mathematical creativity: A systematic review from a neurocognitive perspective
DOI:
https://doi.org/10.35954/SM2026.45.1.4.e401Keywords:
cognition, creativity, child, education, primary, psychometrics, academic performanceAbstract
Introduction: We present a systematic review of empirical studies on mathematical creativity in early school-age children, specifically first- and second-graders (ages 6 and 7), from a neurocognitive perspective.
Materials and methods: Using the PRISMA methodology, we examined publications released between 2015 and 2025. Specific inclusion and exclusion criteria were applied, and a total of 25 potentially relevant articles were identified, of which 5 were selected for qualitative analysis. Key information was extracted regarding the tools used, the study objectives, the participants’ age group, sample size, methodologies employed, and the tasks proposed for measuring mathematical creativity.
Results: The findings indicate a growing interest in measuring mathematical creativity in early childhood; however, there are no specific validated instruments for children aged 6 to 7.
Discussion: There is ongoing debate about the importance of developing specific tools for this age group, along with innovative educational approaches that foster mathematical creativity as a means of early detection of cognitive talent.
NOTE: This article has been approved by the Editorial Committee.
Received for review: January 2026.
Accepted for publication: February 2026.
Publication date: April 2026.
Correspondence: Interdisciplinary Center on Cognition for Teaching and Learning (CICEA). José Enrique Rodó 1839 bis. Zip Code 11200. Tel.: (+598) 1953. Montevideo, Uruguay.
Contact email: lic.cpf@gmail.com
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