Utilizing Open-ended Tasks: Investigating Teachers’ and Students’ Creative Outputs

One of the essential 21st-century skills relevant to all subjects, including mathematics, is creativity. Although it is defined variably in the literature, researchers widely acknowledge the necessity of nurturing mathematical creativity for students to fully grasp mathematical concepts and techniques. However, teachers often face difficulties in creating activities that effectively foster this creativity. This study explored teachers' participation in lesson study and students' engagement in enhancement classes, focusing on the creative outputs of both groups. Using a single case study approach, the research examined elements of creativity and creative products through methods such as portfolios and participant observations. The findings emphasized the importance of creative products and employed Guilford's categories of creativity, fluency, flexibility, and originality. Teachers developed research lessons considered original, which led to unique activities that promoted students' mathematical creativity. Results indicated that the structure of open-ended tasks influenced the fluency component, while opportunities for pattern identification could limit flexibility.