Specific descriptions of mathematical creativity have not been proposed. This article reviews mathematical creativity from four aspects: products, indicators, processes, and contributions. A description of novelty in mathematical creativity is different from that of original creativity; novelty focuses on the recombination of “old” knowledge in mathematical creativity. The use of creativity tests for measuring creativity indicators may lead the field into a narrow and limited conception of creativity. Recently, scholars have begun to use the multiple-solution task to analyze indicators of mathematical creativity. Regarding creative processes, students recombine mathematical knowledge and compare the recombinations by using the requirements of problems during the incubation period. Through these recombination processes, students obtain new understanding regarding the old knowledge. Creative contributions exist in two forms: historical creativity and psychological creativity. At the school level, the concept of psychological creativity has been adapted for researching the mathematical creativity of elementary school students. Mathematical knowledge and mathematical creativity are both critical. Fostering an environment that encourages divergent thinking and connects to related mathematical knowledge assists in nurturing a student’s mathematical creativity abilities.
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Survey and Discussion of Mathematical Creativity
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