<p>The objective of this research is to analyze the relationship between the most outstanding aspects of creativity considered by future mathematics teachers in Ecuador and the characteristics of the assessment of the final reports of the pre-professional practice, referring to creativity in their professional training process, in order to establish a tool that promotes and values mathematical creativity. A qualitatively driven mixed-methods approach was adopted. First, a content analysis of institutional assessment instruments and practice reports was conducted using the didactic suitability criteria of the Onto-Semiotic Approach as analytical categories. These included Forms 3, 4, and 8, completed during the March–August 2024 academic period by 30 pre-service teachers in advanced stages of training. Second, a validated questionnaire combining Likert-type and open-ended questions was administered to 27 participants to explore their conceptions of creativity. Descriptive statistics (percentages) were used as a complementary resource, while open responses were analyzed through content analysis based on the same theoretical framework. Finally, we work on the relationship between the results of the two types of questions. It is evident that most future teachers are not fully aware of the importance and need to incorporate creativity into their training process, addressing it in a very superficial way. In conclusion, it is essential to use the didactic suitability criteria tool that contributes to the reflection of teaching practice, taking into account the incorporation of creative activities proposed by teachers.</p>