Revealing student processes in a mathematics classroom: An in-depth instrumental case study

Abstract

This paper explores the creative processes that emerge in an elementary mathematics classroom and examines how the teacher incorporates creativity-directed practices. Using an instrumental case study approach, we analyzed the dynamics of creative engagement in mathematics lessons, considering whether this engagement occurred at the individual, collective, or both levels. The findings revealed that students had opportunities for creative involvement in both independent and collaborative settings. While the teacher's general instructional practices supported creative thinking, some challenges became evident. In particular, the teacher's limited understanding of how to foster creativity in mathematics posed obstacles to students' creative engagement. These findings highlight the need for professional development focused on mathematics-specific instructional strategies that help teachers better support students' creative thinking.