Abstract In this article, I report on a study of the nature of collective creativity in mathematics learning settings. Based on an extensive review of the literature on creativity, the study was initially framed by a number of themes to encompass a variety of visions of creativity. These themes were used in the analysis of data collected in a Grade 6 mathematics learning environment. The themes were then refined and (re)developed to distill four creative acts to describe the experience of creativity with(in) the collective. These collective creative acts are: summing forces, expanding possibilities, divergent thinking, and assembling things in new ways. Here, I present the findings of the study, then, I speculate on some of the logical implications of the four collective creative acts for teaching and learning.

中文翻译：

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在数学解决问题的环境中描述集体的创造性行为

摘要 在本文中，我报告了一项关于数学学习环境中集体创造力的性质的研究。基于对创造力文献的广泛回顾，该研究最初由多个主题构成，涵盖了对创造力的各种愿景。这些主题用于分析在 6 年级数学学习环境中收集的数据。然后对主题进行细化和（重新）开发，以提炼出四种创造性行为来描述与（在）集体中的创造力体验。这些集体的创造性行为是：总结力量、扩大可能性、发散思维和以新的方式组合事物。在这里，我介绍了研究结果，然后，我推测了四种集体创造性行为对教学和学习的一些逻辑含义。