CREATIVITY IN MATHEMATICS TEACHER EDUCATION: EVIDENCE FROM A SYSTEMATIC REVIEW (2013–2023)

Abstract

This article presents the results of a Systematic Literature Review (SLR) on the development of creativity in mathematics teacher education between 2013 and 2023. The objective is to map and analyze the state of knowledge regarding how creativity is integrated and developed within initial and continuing teacher education contexts. The PRISMA protocol was used to compile the document corpus, resulting in 20 studies (seven doctoral theses, eight master's dissertations, and five articles). Analyses focused on conceptions of creativity and the theoretical frameworks regarding its development in teacher education found in the research, in alignment with the CCDM (Conceptual Frameworks for Creativity in Mathematics Education). The results indicate that creativity is conceived as a developable professional competence centered on problem posing and solving, the (re)design of open-ended tasks, and the integration of mathematics, art, and playfulness. Although there have been advances in promoting procedural flexibility, gaps remain regarding genuine teacher authorship and the sustainability of these practices in the face of institutional and curricular barriers. Creativity acts as a catalyst for breaking away from traditional, reproductive teaching models, calling for educational processes that value creative insubordination, autonomy, and teacher authorship as fundamental pathways toward a more critical, inclusive, and humanized mathematics education.