Creativity: The essence of mathematics

for the gifted mathematics student, early mastery of concepts and skills in the math-ematics curriculum usually results in getting more of the same work and/or mov-ing through the curriculum at a faster pace. testing, grades, and pacing overshadow the essential role of creativity involved in doing mathematics. talent development requires creative applications in the exploration of mathematics problems. traditional teaching methods involving demonstration and practice using closed problems with predetermined answers insufficiently prepare students in mathematics. Students leave school with adequate computational skills but lack the ability to apply these skills in meaningful ways. teaching mathematics without providing for creativity denies all students, especially gifted and talented students, the opportunity to appreciate the beauty of mathematics and fails to provide the gifted student an opportunity to fully develop his or her talents. in this article, a review of literature defines mathematical creativity, develops an understanding of the creative student of mathematics, and dis-cusses the issues and implications for the teaching of mathematics. “The moving power of mathematical invention is not reasoning but imagination.”—Augustus de Morgan (1866, p. 132