54 important. there are millions of inefficient paths that experienced human mathematicians must avoid"
(Sriraman , 2009).
Creativity in education and school Creativity is common in arts education, but not common in science, technology, engineering and
mathematics education. Creativity, traditionally associated with art and literature, is characterized as
an individual activity that seeks to produce something new (Bolden, Harries, & Newton, 2010).
Creativity can be taught in other subjects as well. James (2015, p. 1032) stated that it is possible to
create a learning environment that fosters creativity. Creativity is one of the important competencies
that should be developed through education. Creativity can be fostered in a learning environment
(Daniel & Laura, 2020). In addition, the development of students' creativity should be integrated with
the lessons and subjects taught in schools. If we take into account that lessons in schools and other
educational institutions are organized on the basis of a strict program , system and work plan, it
becomes clear that developing the student's creative abilities in such conditions is a very difficult task .
iq tibos quoted his famous words "kills" . When many countries examine the pedagogy of teaching
mathematics in school settings, they argue that mathematics is limited to memorizing formulas or rules
(Novak, 2010; Greeno, 2017). Although memorization has its place in learning, memorized knowledge
is not half as useful as actually understood knowledge and makes maths class boring, causing many
students to hate maths.
Encouraging creativity in mathematics lessons Creativity has also recently been associated with mathematics and is the ability to generate new
mathematical concepts and ideas (Sriraman, 2009). Decision - making can be considered a creative act
of doing mathematics (Ervynck, 1991) . argue that 'more demand' (Ervynck, 1991; Sriraman, 2009). For
any education that aims to prepare students for a future in mathematics or math-intensive careers, the
development of creativity should be a primary goal. . Special attention should be paid to the
development of students' creative abilities in mathematics in different ways , small indicators in each
aspect of creativity should be developed and improved. Mathematics is closely related to creative
thinking (Chan, 2016) . Mathematics is an important subject for developing students' creative abilities.
It plays a unique and special role in students' creative development (Wu & Wang, 2002). Based on the
important role of classroom teaching in the development of students' thinking and abilities, it is
desirable to further study the ways of systematic development of students' creativity in mathematics
classes. Thus , special attention should be paid to the development of students' creative abilities in
mathematics in different ways (Regier & Savic, 2020). Mathematical creativity allows students to
participate in designing, planning, building, implementing and inventing new ideas ( Sriraman, 2004).
Mathematical creativity is defined in many literatures as the ability to analyze a given problem from
multiple perspectives, observe patterns, see similarities and differences, develop multiple ideas, and
choose an appropriate method to solve an unfamiliar mathematical situation. Although there are many
definitions of mathematical creativity, in general, it is characterized by two general trends - the ability