This special issue focuses on investigating mathematical creativity in various mathematics education context such as curriculum materials (Bicer et al., 2021; Hadar & Tirosh, 2019), instructional practices (Bicer, 2021), the development of students’ mathematical creative ideas (Schindler & Lilienthal, 2019), pre-service teachers’ preparation to teach mathematics for creativity (Bicer et al., 2022; Lev-Zamir & Leikin, 2013), in-service teachers’ implementation of creativity-directed practices in their instruction (Lev-Zamir & Leikin, 2013), the effects of STEM project based learning (PBL) on students’ mathematical creative thinking abilities, and assessment techniques and tools of mathematical creative abilities (Silver, 1997). Although there has been no consensus on the definition of mathematical creativity, it is commonly considered as “an ability to generate new mathematical ideas, processes, or products that are new to the students but may not necessary [be] new to the rest of the world” in the field (Bicer, 2021, p. 253). From this definition, it is straightforward that mathematical creativity is a dynamic rather than a static ability that individuals’ creative insights in mathematics can be fostered through appropriate educational interventions. Therefore, we invite theoretical and empirical papers investigating the promising educational interventions and/or approaches for fostering students’ creative processes and products in mathematics. The approaches we specially look for included but not limited to the following areas:.

• 1) Investigating the potential of instructional practices to develop students’ creative processes and products in mathematics.
• 2) Understanding K-12 school students’ creative processes describing how they achieve creative ideas in mathematics. This includes how they overcome challenges and difficulties to come up with creative ideas in mathematics and what practices/actions/environments are helpful for them overcome these challenges.
• 3) Investigating the role of affect as well as cognition in mathematical creativity.
• 4) Investigating K-12 mathematics curriculum materials in terms of supporting students’ creative thinking skills in mathematics.
• 5) Preparing pre-service teachers to teach mathematics for creativity.
• 6) Developing or illustrating professional development series that aim to increase teachers’ implementation of creativity-directed instructional practices in their instruction.
• 7) Investigating methods and techniques for successfully assessing and/or evaluating students’ creative abilities in mathematics.
• 8) Investigating creative actions both as an individual and collective act in mathematics classrooms.
• 9) Comparing and contrasting mathematical creativity with creativity in other STEM related disciplines and general creativity.
• 10) Investigating the effects of STEM project-based learning (PBL) on students’ creative abilities in mathematics and other STEM disciplines.
• 11) Investigating the effects of technology and/or technological tools on developing students’ creative insights in mathematics.

It is important to note that these are only some important study topics of mathematical creativity, but we are open to any ideas either merging these areas or coming up with totally new ideas to deepens our understanding of mathematical creativity.