The present study was designed to investigate the effects of divergent production activities with math inquiry and think aloud strategy of students with math difficulty. Multiple baseline across behaviors design was replicated across four participants. This research also investigated relationships between the interventions and creativity scores by employing pretest and posttest design as measured by the Torrance Tests of Creative Thinking (TTCT). The results varied with the participants and the interventions. The overall mean in all three treatments increased a mild degree based on descriptive statistics. All four participants showed a drastic variability in math problem solving. T-test results from the TTCT showed that there were significant differences in both fluency and flexibility scores. Elaboration and originality scores appeared unaffected since the instructions were mean in all three treatments increased to a mild degree based on descriptive statistics. All four primarily involved in fluency and flexibility creativity constructs. Originality was excluded as a measure and elaboration was not instructed intensely enough in the program. Conclusively, 5th grade students with math difficulty improved both think aloud and math inquiry scores based on visual/statistical inspection of Mean+Trend difference analysis. It was found that only math inquiry intervention was effective to a mild degree for three out of four participants. Fluency and flexibility scores increased as a result of divergent production activities, however not enough to say that overall creativity is fostered directly by the program. Issues emerged out of the math problem solving in terms of controlling variability and developing content materials for the instruction. Further research is needed to ascertain the effects of multiple interventions on students with math difficulty. Replications are needed to expand the findings to the development of viable instructions. Future study is also needed to use varied math inquiry skills and think aloud strategy in order to improve both problem solving ability and creativity associated with mathematics.

The present study was designed to investigate the effects of divergent production activities with math inquiry and think aloud strategy of students with math difficulty. Multiple baseline across behaviors design was replicated across four participants. This research also investigated relationships between the interventions and creativity scores by employing pretest and posttest design as measured by the Torrance Tests of Creative Thinking (TTCT). The results varied with the participants and the interventions. The overall mean in all three treatments increased a mild degree based on descriptive statistics. All four participants showed a drastic variability in math problem solving. T-test results from the TTCT showed that there were significant differences in both fluency and flexibility scores. Elaboration and originality scores appeared unaffected since the instructions were mean in all three treatments increased to a mild degree based on descriptive statistics. All four primarily involved in fluency and flexibility creativity constructs. Originality was excluded as a measure and elaboration was not instructed intensely enough in the program. Conclusively, 5th grade students with math difficulty improved both think aloud and math inquiry scores based on visual/statistical inspection of Mean+Trend difference analysis. It was found that only math inquiry intervention was effective to a mild degree for three out of four participants. Fluency and flexibility scores increased as a result of divergent production activities, however not enough to say that overall creativity is fostered directly by the program. Issues emerged out of the math problem solving in terms of controlling variability and developing content materials for the instruction. Further research is needed to ascertain the effects of multiple interventions on students with math difficulty. Replications are needed to expand the findings to the development of viable instructions. Future study is also needed to use varied math inquiry skills and think aloud strategy in order to improve both problem solving ability and creativity associated with mathematics.