Abstract
In this study, the author investigated how analytical mathematical ability and domain-specific mathematical knowledge were associated with insight problem solving in mathematics. Knowledge and analytical subtests of the Test of Three-Mathematical Minds and nine insight problems were used to measure participants’ mathematical knowledge, analytical mathematical ability and insight ability. Participants included 56 undergraduate students in mathematics and mathematics education departments and 190 undergraduate students in other fields of education. The results show that domain-specific knowledge significantly contributed to performance in solving insight problems (Beta = .69, p < .001). However, analytical mathematical ability did not have any significant contribution to performance in solving insight problems. One standard deviation above the mean of domain-specific knowledge was found to be a threshold for creativity related to solving insight problems.