ABSTRACT
This descriptive-qualitative study examined stakeholders’ perspectives on learners’ mathematical creativity in problem-solving. Using purposive sampling, data were gathered through interviews with thematic analysis identifying key patterns to guide policy recommendations. The study revealed five key factors influencing learners’ mathematical creativity: perceived difficulty of mathematics, reliance on single-solution approaches, limited parental support, rigid curricular time constraints, and the need for targeted policy interventions. In response, a policy intervention program is proposed to enhance learners’ conceptual understanding, improve instructional approaches, foster classroom engagement, strengthen parental and institutional collaboration, and integrate varied assessment strategies.
Keywords: mathematical creativity, problem-solving, stakeholders’ perspectives, descriptive qualitative research, educational policy
INTRODUCTION
Mathematics serves as a cornerstone of modern education, functioning as a foundational discipline that cultivates critical thinking, problem-solving, and creative reasoning. In recent years, mathematical creativity has gained increasing recognition as a vital learning outcome across all educational tiers, from basic education through senior high school. Broadly defined, mathematical creativity transcends rote memorization and standard procedures. It encompasses originality, flexibility, and insight in both problem-solving and problem-posing, involving the generation of novel, contextually appropriate ideas and approaches within a mathematical framework (Sipahi & Bahar, 2025).
The development of mathematical creativity is supported by several robust theoretical frameworks. Cognitive theories emphasize divergent thinking—specifically fluency, flexibility, and originality—to generate multiple solution pathways. Constructivist theories assert that students build mathematical knowledge through active investigation and introspection, where task interaction naturally fosters creative engagement. Sociocultural theories highlight the role of social interaction, classroom discourse, and collaboration in shaping how creative thinking is nurtured and valued in an educational setting. Together, these frameworks illustrate that mathematical creativity is a product of instructional design, the social context of the learning environment, and individual cognitive processes (Sipahi & Bahar, 2025).
Translating these theoretical insights into practice depends heavily on the mathematics curriculum. Globally, curricula strive to balance conceptual understanding and procedural skills with higher-order thinking and inquiry-based reasoning (OECD, 2020; TIMSS & PIRLS, 2019). In the Philippines, the K–12 Basic Education Curriculum explicitly aims to equip students with 21st-century skills, including mathematical literacy and critical thinking (DepEd, 2023).
Despite these objectives, a significant gap remains between curricular intent and classroom reality. Studies suggest that students frequently perceive mathematics as a daunting subject, and discrepancies often arise between official goals and actual instructional strategies, particularly in senior high school, where foundational knowledge gaps often clash with the expectations of higher-order problem-solving (Ignacio, 2025).
The growth of mathematical creativity is a collective endeavor involving teachers, learners, and parents. As primary facilitators, teachers' pedagogical preparedness and beliefs significantly influence how creativity is encouraged. While many teachers’ value inquiry-based approaches, challenges remain regarding assessment literacy and the integration of formative practices (Vigule et al., 2025). Simultaneously, learners' motivation, self-confidence, and perception of the subject dictate their openness to creative risk-taking. Furthermore, parental support provides essential moral guidance and encouragement at home; however, this support is sometimes hindered by knowledge gaps regarding modern mathematical approaches (McFeetors, McGarvey, & Palfy, 2020).
Fostering mathematical creativity requires a deliberate alignment of theoretical foundations, curriculum design, and stakeholder engagement. A comprehensive approach—integrating cognitive, constructivist, and sociocultural perspectives—provides a robust framework for understanding how students acquire creative competencies.
These insights underscore the necessity for continued research into how curricula can better support creativity and how stakeholders can more effectively bridge the gap between educational policy and classroom practice.
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