Fostering mathematical creativity: A case study of middle school teachers' classroom practices

Abstract

The purpose of this study is to examine the behaviors of mathematics teachers that foster mathematical creativity in the classroom. A case study design was employed, and a purposive sampling method was used to select the participant. For this purpose; The Creativity Fostering Teacher Behavior Index was sent to nine hundred middle school mathematics teachers. The scores of those who completed the scale were calculated, and semi-structured interviews were conducted with ten teachers who scored high on the scale. During the interviews, teachers were asked questions about mathematical creativity and strategies to foster creativity. From these interviews, the teacher whose views most closely aligned with the literature was selected as a participant. To collect more detailed data from this teacher, her classroom activities were examined in depth. Additionally, to analyze the teacher's behaviors in the classroom, her lessons were observed, followed by post-observation interviews. Field notes, students' notebooks, and audio recordings from the observations were also included in the data set. The findings revealed that the teacher had strong conceptual knowledge regarding mathematical creativity and actively sought to foster creativity in the classroom. However, it was concluded that, for various reasons, she was unable to fully translate her conceptual knowledge and perspectives into classroom practice.