FOSTERING CREATIVITY IN THE MATHEMATICS CLASSROOM: PERSPECTIVES FROM PRIMARY SCHOOL TEACHERS

Abstract

Creativity has become a central goal of contemporary mathematics education, requiring instructional practices that promote originality, flexibility, and meaningful problem-solving. This study examined the level, interrelationships, and measurement validity of Creative Fostering Behaviour (CFB) among Malaysian primary mathematics teachers across six domains: Teaching Style, Innovative Teaching Practices, Confidence, Classroom Climate, Overcoming Barriers, and Asking Questions. A quantitative cross-sectional survey design was employed using an adapted instrument, with 600 teachers selected through multistage cluster random sampling. Data were analysed using descriptive statistics, Pearson correlation, and confirmatory factor analysis (CFA). The findings indicated high levels of creativity-supportive practices across all domains, with Confidence recording the highest mean (M = 4.14, SD = 0.586) and Asking Questions the lowest (M = 3.93, SD = 0.544). Correlation analysis revealed significant positive relationships among all domains (p < .001), supporting the multidimensional and interconnected nature of CFB. CFA results demonstrated acceptable model fit (χ²/df = 2.34, RMSEA = .048, CFI = .962, TLI = .953), with satisfactory reliability and validity. Overall, the findings highlight a gap in inquiry-based practices and underscore the need for targeted professional development to strengthen higher-order pedagogies in mathematics classrooms.