EXPLORING EIGHT – NINTH GRADE MATHEMATICS TEACHERS' PERSPECTIVES, AND PRACTICES: A COMPREHENSIVE STUDY ON CREATIVITY IN PALESTINIAN CLASSROOMS

Abstract

The concept of creativity is multifaceted and constantly evolving as it is interpreted differently ‎across various disciplines and cultures, resulting in a diverse array of viewpoints, from ‎the notion of divine inspiration embraced by early philosophers to the modern ideas of originality ‎and problem-solving abilities. Through this dissertation, the researcher delve into a thorough ‎investigation of creativity within the realm of mathematics education, specifically examining the ‎perspectives and methods of Palestinian math teachers in eighth and ninth grade classrooms.‎ In the context of mathematics, creativity manifests in a distinct manner of that in Art and Literature, ‎blending newness with practicality and displaying agility, adaptability, and ingenuity in thought. There is an inevitable conclusion that mathematical ‎creativity entails a fusion of originality and significance. This comprised of three essential qualities: fluency, ‎flexibility, and originality. It is worth noting that mathematical ‎intelligence and creativity have a complementary relationship, with each strengthening the other.‎