Abstract

The paper presents an empirical study done in Indian classrooms to understand the effect of mathematics learning experiences on the development of mathematics creativity. The study was designed in two stages, at stage I, it was planned to find out scope, practice and promotion of creative thinking in mathematics classroom; teachers’ own engagements with creative mathematical task and teachers’ attitude towards mathematics creativity. Stage II was designed to find out responses of students and teachers in mathematics creativity task. Responses of students were analyzed on the basis of three criteria: Originality, Mathematical Descriptors and Approach. The analysis of the study highlighted the conditioning of minds while learning, teaching and doing mathematics. It brings to our attention the more serious issues about how mathematics is presented and taught to the students.

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