MATHEMATICAL CREATIVITY IN THE CLASSROOM: Teachers’ Conceptions and Professional Development

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


One of our aims as mathematics educators is to promote students’ mathematical creativity. Mathematics teachers of all ages hold various beliefs regarding the nature of creativity in general and mathematics creativity specifically, the characteristics of mathematically creative students, how to promote mathematical creativity, and more. The first part of this chapter surveys studies (taken from the general creativity literature as well as from the mathematics education literature) which have investigated both prospective and practicing teachers’ beliefs regarding mathematical creativity in school. The second part of the chapter reviews studies related to professional development and mathematical creativity, discussing different approaches to enhancing both prospective and practicing teachers’ appreciation for mathematical creativity.

Original languageEnglish
Title of host publicationInternational Handbook of Mathematics Teacher Education
Subtitle of host publicationVolume 1: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, Second Edition
Number of pages25
ISBN (Electronic)9789004418875
StatePublished - 1 Jan 2019

All Science Journal Classification (ASJC) codes

  • General Social Sciences
  • General Mathematics


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