Developing students’ mathematical creativity constitutes a key objective in curricula worldwide. Although teachers recognize their key role in fostering mathematical creativity, research indicates a discrepancy between their beliefs and classroom practices–the “creativity gap”. Professional development programs have enhanced teachers’ theoretical understanding of mathematical creativity, but the extent to which this translates into classroom implementation remains unclear due to limited observational data. This qualitative study examines discrepancies between teachers’ beliefs on mathematical creativity-promoting tasks and their actual classroom practices. Seven Greek in-service primary school teachers participated in interviews and classroom observation before and after attending a professional development program on mathematical creativity. Findings reveal significant gaps, particularly in designing and implementing open-ended tasks, fostering originality, and encouraging students to construct new knowledge. Even after the intervention, challenges persisted. The study underscores the need for targeted support in professional development programs to bridge the creativity gap effectively.
Zioga et al. (Tue,) studied this question.