Maltese teachers’ perspectives of creativity in post-secondary Mathematics

Abstract

The literature reviewed portrays various aspects of creativity in relation to the teaching of Mathematics at post-secondary education. This study seeks to present the role of creativity in present day society, creativity’s place in the mathematics classroom, what is meant by a creative mathematics teacher, highlight the relationship between assessment and creativity and define existing barriers and limitations perceived in creative Mathematics teaching. Using a qualitative approach, semi-structured interviews with post-secondary Mathematics teachers were held and data was collected regarding the perceived notion of creativity’s place in the teaching of mathematics at this particular level of education. The data collected was later analysed and it was revealed that creativity in mathematics helps students in present and future lives. The study suggests various approaches towards being creative in Mathematics. It is firmly believed that the teacher is an essential variable in what constitutes a creative environment. The importance of bridging within Mathematics and with other subjects and the importance of technology in Mathematics creative teaching are explored. This study investigates the constraints one might encounter when teaching Mathematics at this level. Suggestions and recommendations for all stakeholders are outlined, all in the line with improving the reality of the local post-secondary scene.