Instilling creativity in pre-service teachers through investigation of mathematical puzzles: Case of magic squares

This article explores puzzle-based learning (PBL) to develop creative thinking in preservice mathematics teachers (PTs).Through a case study involving a magic square puzzle, PTs engaged in trial-and-error, pattern recognition, and collaborative reflection, moving from surface-level problem-solving to deeper mathematical inquiry.Guided by Polya's framework of "looking back," PTs revisited and refined their initial strategies, leading to a "feeding forward" process where each solution attempt informed further questioning, exploration, and refinement.The study highlights how PBL fosters essential 21st-century skills, such as adaptive reasoning and reflective practice, preparing future educators to guide their students through similarly complex, open-ended problems.We conclude that integrating puzzles into teacher education programs can enhance PTs' problem-solving abilities and equip them with strategies to foster a culture of inquiry and creative thinking in their future classrooms.