OPEN-RESPONSE ACTIVITIES AND CREATIVITY IN MATHEMATICS: FROM TEACHERS' PERCEPTIONS TO SCHOOL REALITY

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Published: Jun 26, 2025
Keywords:
Mathematical creativity open-ended tasks intervention teachers’ perceptions teaching practices classroom observation
Marianthi Zioga
Aistotle Univesrity of Thessaloniki
https://orcid.org/0000-0001-8383-6652
Despoina Desli
Aristotle University of Thessaloniki
https://orcid.org/0000-0001-8532-591X
Abstract

While students' creativity in mathematics can be fostered by exploring multiple solutions in open-ended tasks, it has been observed that teachers often overlook or fail to effectively utilize such tasks. This paper examines seven in-service primary school teachers, investigating the extent to which they associate open-ended tasks with fostering creativity and the degree to which they implement these tasks into their classrooms. For this purpose, interviews with teachers and observations of their teaching were conducted before and after their participation in an intervention aimed at cultivating mathematical creativity. The absence of open-ended tasks in school reality and an inconsistency between teachers' perceptions and their actual teaching practices are highlighted.

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ΥΠΕΠΘ-ΠΙ. Διδακτικά πακέτα Δημοτικού Σχολείου. Διαθέσιμο σε: http://www.pi-schools.gr/books/dimotiko/