Abstract Mathematical creativity has been emphasized as an essential part of mathematics, yet little research has been done to study the effects of fostering creativity in the tertiary mathematics classroom. In this paper, we explore how fostering mathematical creativity may impact student self-efficacy for proving. For this, we developed new methods to study evidence of instructor use of Sriraman’s (2005) five principles for fostering mathematical creativity and changes in student self-efficacy via Bandura's (1997) four sources of self-efficacy. This revealed associations between four of the five principles and changes in student self-efficacy for proving, along with two instances where the combined use of principles may have provided students greater opportunities for building self-efficacy for proving. The implications of these results for teaching and future research are discussed.

中文翻译：

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培养数学创造力的教学如何影响学生的自我证明能力

摘要 数学创造力一直被强调为数学的重要组成部分，但很少有研究研究在高等数学课堂中培养创造力的效果。在本文中，我们探讨了培养数学创造力如何影响学生的自我证明能力。为此，我们开发了新方法来研究教师使用 Sriraman (2005) 的五项原则通过班杜拉 (1997) 的四个自我效能来源来培养数学创造力和学生自我效能变化的证据。这揭示了五项原则中的四项与学生自我证明的变化之间的关联，以及两个原则的结合使用可能为学生建立自我证明的机会提供了更多的机会。