Affordances for Creativity in Mathematics Learning: A Quintain Multiple Case Study in Upper Primary Education

Through the theoretical lenses of James Gibson’s ecological psychology and Anna Craft’s ‘little-c’, everyday creativity, this research attempts to understand the conditions under which affordances for creativity are made available to pupils while learning mathematics. This study characterises creativity in relation to mathematics learning and details why such creativity is so important. From the data generated through a quintain multiple-case study in upper primary education, the study explores pupil opportunities for creativity during mathematics learning and examines the constraints that hinder creativity. The findings illustrate the complex dynamic relationship between the environment, teacher practices and pupil practices, showing how these interrelated factors provide the conditions under which affordances for creativity are made available to pupils during mathematics learning. The study concludes by emphasising the need for pedagogical reform and changes to education policy. New approaches to pedagogy are required to support the development of classroom environments, teacher practices and pupil practices conducive to affordances for creativity during mathematics learning that can be acted on and realised.