Abstract

SECKEL, María José; BREDA, Adriana; SANCHEZ, Alicia  and  FONT, Vicenç. Criteria assumed by teachers when they argue about mathematical creativity. Educ. Pesqui. [online]. 2019, vol.45, e211926.  Epub Oct 10, 2019. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634201945211926.

The aim of this study was to identify the criteria assumed by in-service teachers when they argue about the development of creativity in the mathematical teaching and learning processes. To do so, we analyzed the discourse of 35 teachers who were taking master's degrees in Mathematics Education in three Chilean universities. Using a mixed methodological approach, data was collected through a questionnaire including closed and open questions. The closed questions focused on four topics: 1) mathematical creativity and creative processes; 2) creativity in the professional environment; 3) creativity in mathematics; and 4) enhancement of creativity in teaching and learning of mathematics. To analyze the open questions, whose purpose was that the teachers presented an example of creative mathematical activity and highlighted which of its characteristics made the activity creative, we considered the Didactic Suitability Criteria (DSC) proposed by the Onto-semiotic Approach (OSA) to Mathematical Instruction and Cognition as categories of analysis. Results show, among other aspects, that the teachers have a dual view of mathematical creativity (on the one hand, it is innate and, on the other hand, it can be taught) and they implicitly use epistemic, mediational, emotional, and ecological criteria when arguing about mathematical creativity.

Keywords : Mathematical creativity; Suitability criteria; Mathematics teachers.

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