Math teachers' attitudes towards Creativity: an exploratory analysis

Abstract

The objective of this study is to reflect upon Mathematics teachers' attitudes towards creativity, based on studies disseminated on the ERIC platform. For the mapping, qualitative exploratory research was conducted by searching for publications that addressed the relationship between creativity and Mathematics. A total of 20 articles published between 2007 and 2022 were identified and categorized based on affinity. The publications highlight the importance of teachers' continuous professional development for fostering teaching creativity, despite the limited reflection on the topic. They also indicate limitations in teachers' conceptions of creativity and the influencing factors of its development, including educational system characteristics and lack of experience. Additionally, some publications discuss social factors that can influence the development of creativity, such as teachers' critical formation and the academic and motivational support from the family.