Teachers' Practices of Creativity in Mathematics Classroom in Basic Education

Volume: 55  ,  Issue: 1 , June    Published Date: 26 June 2020
Publisher Name: IJRP
Views: 108  ,  Download: 46
DOI: 10.47119/IJRP100551620201254


# Author Name
1 Inweregbuh Onyemauche C.
2 Ugwuanyi Chika C.
3 Nzeadibe Chinyere A.
4 Egara Felix O.
5 Emeji Ifeoma E.


The study was carried out to access how teachers practice creativity in mathematics classroom in basic education in Nsukka education Zone, Enugu State, Nigeria. The study adopted a descriptive survey research design. The population of the study comprised of one hundred and sixty five (165) mathematics teachers in Nsukka Education Zone, Enugu state, Nigeria. The sample size of one hundred and eighteen (118) mathematics teachers was used for the study. The instrument for data collection was a 29-item questionnaire titled “Teachers’ Practices of Creativity in Mathematics Classroom’’ (TPCMC). The reliability coefficient of 0.83 was obtained using Cronbach alpha technique. Data collected were analyzed using mean and standard deviation to answer research questions while the null hypothesis was tested using t- test statistic at 0.05 level of significance. The findings of the study revealed that the extent mathematics teachers discovered creativity in mathematics classroom was at a very low extent; developed and applied creativity in mathematics classroom were at low extent. It was recommended among others that teacher’s education programs should include creative teaching of mathematics in their curriculum and teachers should be monitored to ensure they practice creativity in classroom. The findings of the study have implications for teachers and all stakeholders in education that they should ensure they practice creativity in mathematics classroom and only creative teachers can train creative students.


  • Mathematics Classroom
  • Creativity
  • Practices
  • Teachers'
  • References