Mathematical creativity refers to the ability to create solutions, relationships, or questions, taking into account the specific nature of the mathematical domain. Its development is of great relevance to promote individuals’ capacity to use mathematics in everyday, professional, and scientific contexts. This research aimed to understand how didactic environments affected the mathematical creativity of Chilean students in 5th grade.
The study employed a sequential mixed-methods design. The first quantitative phase analyzed the relationship between students’ creative productions and the didactic environments they were immersed in. In the second qualitative phase, two cases were studied to characterize how classroom dimensions operated together to enable or constrain the emergence of new ideas in the classroom.
