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<p>This study conceptualizes student creativity in mathematics from the perspective of experienced teachers and proposes the first structured belief model to map the characteristics of creativity and the interrelationships among teachers’ beliefs. On the basis of a semi-structured survey of 60 experienced teachers and a thematic analysis of qualitative data, the study finds that teachers’ beliefs about student creativity in primary mathematics can be organized into six key characteristics: enduring exploration, autonomous transferability, thinking uniquely, expansive ideas, courage to challenge, and responsive interaction. These beliefs are synthesized into the CREATE model, which establishes internal connections among teachers’ beliefs by integrating the classroom climate, core processes, and thinking outcomes. The findings of this research offer valuable insights into teacher education, professional development, and cross-cultural understandings of creativity in mathematics in Eastern contexts.</p>

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Experienced teachers’ beliefs about the conception of student creativity in primary mathematics

  • 期刊论文

  • 发表日期：

    2025年12月18日

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  • Yaoyao Dong,
  • Yueyang Shao,
  • Da Zhou,
  • Jian Liu

摘要

This study conceptualizes student creativity in mathematics from the perspective of experienced teachers and proposes the first structured belief model to map the characteristics of creativity and the interrelationships among teachers’ beliefs. On the basis of a semi-structured survey of 60 experienced teachers and a thematic analysis of qualitative data, the study finds that teachers’ beliefs about student creativity in primary mathematics can be organized into six key characteristics: enduring exploration, autonomous transferability, thinking uniquely, expansive ideas, courage to challenge, and responsive interaction. These beliefs are synthesized into the CREATE model, which establishes internal connections among teachers’ beliefs by integrating the classroom climate, core processes, and thinking outcomes. The findings of this research offer valuable insights into teacher education, professional development, and cross-cultural understandings of creativity in mathematics in Eastern contexts.