{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,14]],"date-time":"2026-04-14T20:18:03Z","timestamp":1776197883420,"version":"3.50.1"},"reference-count":53,"publisher":"Modestum Ltd","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["INT ELECT J MATH ED"],"published-print":{"date-parts":[[2024,10,1]]},"abstract":"<jats:p xml:lang=\"en\">Creativity is a cross-cutting ability that is highly valued in today\u2019s society. Therefore, it should play an important role in education in general and in mathematics in particular. This requires teachers to create appropriate learning opportunities that allow creativity to flourish in students, helping them to develop their mathematical potential. In particular, the use of rich and challenging tasks can encourage fluency, flexibility and originality as three of the essential dimensions of creative thinking. Based on these assumptions, we developed a qualitative study with 19 elementary pre-service teachers to identify the dimensions of creativity revealed by these participants when solving challenging tasks, as well as their ability to recognize these dimensions in written tasks\u2019 resolutions. Ultimately, we aimed to identify potential tasks that contribute to the development of creativity in future teachers. Data was collected mainly through written productions. Preliminary results suggest that the tasks used have creative potential, with participants demonstrating some of the dimensions of creativity. Flexibility was identified as the most challenging dimension for them to identify.<\/jats:p>","DOI":"10.29333\/iejme\/15075","type":"journal-article","created":{"date-parts":[[2024,9,5]],"date-time":"2024-09-05T10:19:40Z","timestamp":1725531580000},"page":"em0790","source":"Crossref","is-referenced-by-count":5,"title":["Exploring the creative potential of mathematical tasks in teacher education"],"prefix":"10.29333","volume":"19","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6155-7935","authenticated-orcid":false,"given":"Isabel","family":"Vale","sequence":"first","affiliation":[{"name":"Instituto Polit\u00e9cnico de Viana do Castelo, Viana do Castelo, PORTUGAL"},{"name":"CIEC, University of Minho, Braga, PORTUGAL"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6314-7080","authenticated-orcid":false,"given":"Ana","family":"Barbosa","sequence":"additional","affiliation":[{"name":"Instituto Polit\u00e9cnico de Viana do Castelo, Viana do Castelo, PORTUGAL"},{"name":"CIEC, University of Minho, Braga, PORTUGAL"},{"name":"inED, Instituto Polit\u00e9cnico do Porto, Porto, PORTUGAL"}]}],"member":"11882","reference":[{"key":"451885","doi-asserted-by":"crossref","unstructured":"Aiken, L. 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The open-ended approach: A new proposal for teaching mathematics. National Council of Teachers of Mathematics."},{"key":"451889","doi-asserted-by":"crossref","unstructured":"Beghetto, R. A. (2007). Does creativity have a place in classroom discussions? Prospective teachers\u2019 response preferences. Thinking Skills Creativity, 2(1), 1-9. https:\/\/doi.org\/10.1016\/j.tsc.2006.09.002","DOI":"10.1016\/j.tsc.2006.09.002"},{"key":"451890","doi-asserted-by":"crossref","unstructured":"Bolden, D. S., Harries, T. V., & Newton, D. P. (2010). Preservice primary teachers\u2019 conceptions of creativity in mathematics. Educational Studies in Mathematics, 73(2), 143-157. https:\/\/doi.org\/10.1007\/S10649-009-9207-Z","DOI":"10.1007\/s10649-009-9207-z"},{"key":"451891","doi-asserted-by":"crossref","unstructured":"Brown, S., & Walter, M. (2005). The art of problem posing. 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