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Abstract
ABSTRACT: Structural equation modeling, hitherto used to examine unidimensional theoretical models only, was used to investigate 2 dimensions, abilities and levels, simultaneously. Good evidence for the validity of conceptualizing 2 types of mathematical ability, 1 academic and 1 creative, each at 4 hierarchical levels, was established in 10th- and 11th-grade students (N = 1,090). IQ scores, representing general academic ability, predicted academic, but not creative, ability in mathematics. Creative thinking predicted creative, but not academic, ability in mathematics. These findings led to an innovative approach to identifying mathematical abilities and provided reliable and valid psychometric tools to make it possible. Based on two new instruments, teachers can differentiate curricula and individualize instructional strategies to match each student's needs.
