Creativity and curiosity (C&C) are fundamental characteristics of research mathematicians, as these traits intertwine and manifest in the desire to explore new mathematical territories. Curiosity represents an intrinsic desire to acquire new information, while creativity leads to the production of novel and useful outcomes. Although research on creativity in mathematics (education) has grown exponentially over the past two decades, curiosity remains overlooked in the research on mathematical processing, learning and development. This chapter reviews the multiple dimensions and facets of both creativity and curiosity, analyzing both their confluence and contrast with special attention to mathematical processing. Furthermore, the chapter presents a scoping review of theoretical studies of curiosity and empirical studies of the relationships between C&C and of mathematical curiosity. The analysis of confluence and contrast between different facets of C&C performed in this chapter is framed using Rhodes’s (Phi Delta Kappan 42:305–310, 1961) 4P model of creativity: the Person who is creative, Process leading to discoveries and inventions, Product which is new and useful, and Press that comprises the creativity-promoting environment. This chapter proposes that curiosity can likewise be viewed through the 4P framework: (mathematical) curiosity can be seen as a Personal characteristic, mathematical Processes can be (or not be) curiosity-driven, and there can be curiosity-evoking or curiosity-supporting Press. The Products of mathematical processing can be assessed by the extent to which they satisfy curiosity. The results of the analysis yield research hypotheses that highlight potential directions for future investigation into creativity, curiosity, and the interconnections between them. This synergistic relationship in C&C demonstrates that C&C represent far more than merely “2C”; rather, their interaction creates an exponential advancement in both process and product, expressed as C&C = C2.