International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Teachers' Perceived Barriers to Promoting Creativity in Mathematics Classrooms

Marcel Hier, Johanna Schoenherr

Universität Osnabrück

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 619–626ISSN 2790-36482026Scopus conference code 336559
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Abstract

Although promoting creativity in mathematics education has been widely recognized as an important educational goal, creativity still plays a subordinate role in classroom practice. This suggests the presence of barriers to promoting creativity in mathematics classrooms. The present study investigates such barriers using a qualitative content analysis of 20 semi-structured interviews with in-practice mathematics teachers. The results reveal a wide range of barriers operating across multiple contexts, including the educational system, institutional, instructional, teacher, and student contexts. Within each context, specific barriers were identified that teachers perceived as hindering the promotion of creativity in mathematics classrooms.

Keywords

CreativityBarriersMathematics Classrooms

Recommended citation

Hier, M., & Schoenherr, J. (2026). Teachers' Perceived Barriers to Promoting Creativity in Mathematics Classrooms. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 619–626). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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