What does it take to be original? An exploration of mathematical problem solving

•Mathematical knowledge plays a pivotal role in producing original problem solving behaviors.•Increases in accuracy and application of concept scores were associated with an increase in the odds of being able to produce original solutions in mathematical problem solving.•Unlike accuracy and application of concepts, a change in fluency scores was not significantly associated with a change in the odds of being able to produce original solutions in mathematical problem solving.•Mathematical originality could be fostered through developing students’ mathematical accuracy and knowledge of concepts. This study focused on original mathematical problem solving among elementary students. The purpose of this study was to investigate originality in the solving of mathematical problems in K-6 students. Guided by this purpose, we investigated to what extent scores on accuracy, fluency, and application of concepts predict originality in producing solutions to mathematical problems. The participants included 520 K-6 students who attended a public elementary school which was located in a multicultural metropolitan area of New South Wales, Australia. The DISCOVER Mathematics Assessment was used to assess the students’ problem solving skills. To answer our research question, we conducted binary logistic regression analysis to predict the relationship between the independent variables (accuracy, fluency, and application of concepts) and the predicted binary variable (originality in solutions to mathematical problems). The logistic regression model was statistically significant and explained 11.6% of the variance in producing original solutions and classified 91.3 % of cases correctly. The results of the binary logistic regression analysis showed that increases in accuracy and application of concept scores were associated with an increase in the odds of being able to produce original solutions in mathematical problem solving. Unlike accuracy and application of concepts, a change in fluency scores was not significantly associated with a change in the odds of being able to produce original solutions in mathematical problem solving. The findings of this domain specific research on originality provided insights for the notion of creativity in mathematical problem solving among K-6 students. We discussed the implications of our findings as well as our recommendations for research, practice and policy to develop students’ creative potential.