Turkish High School Teachers’ Conceptions of Creativity in Mathematics

Abstract

The aim of this research is to explore Turkish high school teachers’ conceptions of creativity in mathematics. The research was carried out using qualitative research methods. The sample consisted of seven mathematics teachers, and semi-structured interviews were used as a data collection tool. Analysis of the responses indicated that mathematics teachers’ conceptions of creativity were limited to developing a different perspective and finding a solution using this different perspective. Creative mathematics teachers were described as having some professional abilities rather than personality traits by the teachers. Standardized tests, curriculum limitations, and the education system were given as some of the barriers to fostering creativity. The study shows that Turkish high school mathematics teachers’ conceptions of creativity were narrow and the factors inhibiting creativity were attributed to characteristics of the education system rather than those of the teachers themselves.