A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students

The purpose of this systematic review is to reveal the research findings that suggest instructional practices foster creativity students in mathematics. Although several studies have investigated effects various influencing mathematical students, little known about how collective body contribute understanding what should be integrated into a mathematic classroom further students. In review, knowledge were categorized under two main factors including: 1) discipline-specific and 2) general practices. problem-solving, problem-posing, open-ended questions, multiple solution tasks, tasks with more than one correct answer, modeling/model-eliciting activities, technology integration, extendable emphasizing abstractness providing ample time think creatively real-world related problems judgment free collaborative environment so they take risks share their ideas use informal words. Integrating all these mathematics classrooms can provide opportunities for discover potential creative abilities