PROBLEM POSING AND CREATIVITY IN MATHEMATICS: THE PERSPECTIVES OF MATHEMATICS TEACHERS

Abstract

This article analyzes mathematics teachers’ perceptions regarding problem posing and mathematical creativity in the classroom, as well as the impact of these practices on teaching and learning. The study emphasizes the importance of creativity in designing problems, highlights relevant techniques and instructional strategies from literature, and examines the differences, challenges, and difficulties reported by teachers in this context. This qualitative, exploratory research was conducted using an online questionnaire distributed to 28 mathematics teachers, most of whom were male and had longer professional experience and job stability. Findings indicate that, while teachers recognize the significance of mathematical creativity and the value of ongoing professional development, they report limited opportunities to enhance their skills in these areas. It concludes that there is a need to incorporate creativity and problem-posing into teacher education and professional development programs, as well as to develop clearer guidelines and resources to support their implementation in classroom practice.