Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática

Abstract The aim of this study was to identify the criteria assumed by in-service teachers when they argue about the development of creativity in the mathematical teaching and learning processes. To do so, we analyzed the discourse of 35 teachers who were taking master's degrees in Mathematics Education in three Chilean universities. Using a mixed methodological approach, data was collected through a questionnaire including closed and open questions. The closed questions focused on four topics: 1) mathematical creativity and creative processes; 2) creativity in the professional environment; 3)...