Mathematical Creativity as a Unifying Lens: A Case Study of Instructional Shifts in Elementary Classrooms Through Sustained Professional Development

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 2
  In Roundtable Session: Embracing Creativity and Play in the Teaching and Learning of Mathematics

Abstract

This study investigates how a yearlong professional development (PD) program focused on mathematical creativity influenced eight elementary teachers’ classroom instruction. The PD emphasized creativity-directed practices such as open-ended problem solving, pattern generalization, and use of multiple representations. Drawing on data from interviews, classroom observations, and student artifacts, we examined how teachers conceptualized mathematical creativity, enacted it in their classrooms, and interpreted student engagement. Findings revealed notable shifts in teachers’ instructional priorities highlighting student thinking, fostering ownership of ideas, and enabling diverse solution pathways. This study contributes to practice-based research on sustainable teacher learning and positions creativity as a unifying lens for implementing reform-based mathematics practices.

Authors

• Ali Bicer, Texas A&M University

• Fay S. Quiroz, University of Wyoming

• Aysenur Bicer, Texas A&M University

• Tugce Aldemir, Texas A&M University

• Micayla Gooden, Texas A&M University

• Zulal Melek, Iowa State University