The present study aims to examine mathematical creativity in students’ work in geometry. Research conducted was based on two aspects: (a) examining the influence of geometrical figure apprehension on the production of multiple solutions and (b) how the necessity to construct auxiliary lines in the given shape promotes the production of multiple solutions and the variables of creativity. Data was collected from 243 tenth graders (15 and 16 years old); all participants were asked to complete a 2-part test, a multiple solution problem solving test, and a geometrical figure apprehension test. The analysis of the results primarily shows that the way through which students perceive the geometrical figure and their ability to process it, is an important factor in predicting their mathematical creativity. Furthermore, it became evident that only perceptual apprehension of geometrical figures is not a reliable predictor of creativity variables, as opposed to operative apprehension of geometrical figures that positively predict the characteristics of creativity: fluency, flexibility, and originality.

本研究旨在检验学生在几何学中的数学创造力。进行的研究基于两个方面：（a）研究几何图形理解对多重解决方案产生的影响；（b）以给定形状构造辅助线的必要性如何促进多重解决方案的产生以及创造力变量。数据收集自243位10年级学生（15岁和16岁）；所有参与者都被要求完成一个两部分测试，一个多解问题解决测试和一个几何图形理解测试。对结果的分析主要表明，学生感知几何图形的方式及其处理几何图形的能力，是预测其数学创造力的重要因素。此外，