How could the Presentation of a Geometrical Task Influence Student Creativity?

This study aims to investigate high school students’ geometry learning by focusing on mathematical creativity and its relationship with visualisation and geometrical figure apprehension. The presentation of a geometrical task and its influence on students’ mathematical creativity is the main topic investigated. The authors combine theory and research in mathematical creativity, considering Roza Leikin’s research work on MultipleSolution Tasks with theory and research in visualisation and geometrical figure apprehension, mainly considering Raymond Duval’s work. The relations between creativity, visualization and geometrical figure apprehension are examined through four Geometry Multiple-Solution Tasks given to high school students in Greece. The geometrical tasks are divided into two categories depending on whether their wording is accompanied by the relevant figure or not. The results of the study indicate a multidimensional character of relations among creativity, visualization and geometrical figure apprehension. Didactical implications and future research opportunities are discussed.