The relationships between creativity and working with digital technologies that are revealed in the mathematics education literature
DOI:
https://doi.org/10.23925/1983-3156.2025v27i1p059-091Keywords:
Creativity, Creativity in mathematics, Digital technologies, Mathematics education, Research mappingAbstract
This article aims to identify relationships between creativity and work with digital technologies in literature focused on Mathematics Education in the Portals of the Brazilian Digital Library of Theses and Dissertations, in the CAPES Catalog of Theses and Dissertations, in the CAPES Periodicals Portal and in the Proceedings of the International Congress on Mathematical Education and the International Mathematical Creativity and Giftedness Conference, thirty-eight publications were selected. Of these, information such as title, author/year, definition of creativity, research question or objective and relationships between creativity and technology were collected and categorized. From the analysis, we identified that: (i) the potential of digital technologies for the development of creativity lies in facilitating the articulation of ideas, the opening of perspectives, the opportunity to take risks and collaboration; (ii) that teaching mathematics with digital technologies for creativity is linked to work that promotes contexts of exploration, experimentation, access and sharing of knowledge; and, (iii) that creativity in the construction of activities with digital technologies is related to pedagogical innovation, learning opportunities and the suitability of the experience of using technology for the teaching objective. Furthermore, we highlight as research gaps the understanding of how the development and expression of teaching creativity occurs when working with digital technologies in the classroom and the need to deepen the study of the teaching creative process with these technologies.
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