The Impact of Teachers’ Gender, Education, and Experience on Fostering Mathematical Creativity: a Quantitative Study
The Impact of Teachers’ Gender, Education, and Experience on Fostering Mathematical Creativity: a Quantitative Study

Summary/Abstract: Mathematics education increasingly embraces creativity as a necessary element in the growth of students’ problem-solving and critical-thinking skills. This study investigates how teachers’ demographics (including gender, educational level, and experience) influence their practices in promoting students’ mathematical creativity (MC) in Palestinian eighth- and ninth-grade classrooms. A questionnaire of teachers’ creative teaching practices was used to collect data in a quantitative approach. The analysis found notable variations in these practices by teachers’ gender, academic degree, and experience. Creative teaching methods were more common among female teachers, teachers with bachelor’s degrees, and more experienced teachers. The findings identified teaching practices associated with each level of the demographic factors, thereby pinpointing the specific type of targeted professional development needed to promote MC. Moreover, the interaction between education level and teaching experience highlighted the nuanced interplay that shapes pedagogical practices. Emphasizing teacher demographics in these findings reveals new possibilities for promoting MC while offering valuable insights into teacher training and curriculum development.

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