Abstract

The present research examine the perceptions of teachers and future teachers about creativity in teaching geometry but also how their cognitive and perceptual skills in geometry can influence the appearance of creativity in their teaching. Data were collected from 116 future teachers and two secondary school teachers with different years of practice. The analysis of the results showed that: a) Teachers' perceptions of creativity in the teaching of Mathematics converge and aim to make themselves and their students creative by choosing the appropriate teaching practices and b) the perceptions and the way that future teachers apprehend the geometrical figure seem to influence the way they will introduce mathematical creativity to the teaching of geometry.

Keywords

References

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