Interest in creativity in mathematics education research is increasing, and the field of research is growing. Yet, research on creativity and the notions (we use this wording to accumulate understandings, beliefs, and ideas about the construct) of creativity that are addressed in empirical research are diverse and difficult to organize in an overview, with different theoretical backgrounds and theoretical assumptions underlying them. The aim of this article is therefore to provide a systematic overview of notions of creativity addressed in recent empirical research on mathematical education. We conducted a systematic literature review, guided by the question, What notions of creativity are addressed in current mathematics education research and what theoretical foundations do they rely on? The article gives an overview of the five predominant notions of creativity that were identified in current empirical research in mathematics education from 2006 to 2019. We describe and evaluate these notions and identify trends that will help to structure this diverse field of research.

对数学教育研究的创造力的兴趣正在增加，研究领域也在不断扩大。然而，在实证研究中对创造力和创造力的概念（我们用这个词来积累对建构的理解、信念和想法）的研究是多种多样的，并且难以概括地组织起来，具有不同的理论背景和理论假设在他们之下。因此，本文的目的是对最近数学教育实证研究中提出的创造力概念提供系统的概述。我们在以下问题的指导下进行了系统的文献综述：当前数学教育研究中涉及哪些创造力概念，它们依赖哪些理论基础？ 本文概述了 2006 年至 2019 年当前数学教育实证研究中确定的五种主要创造力概念。我们描述和评估了这些概念，并确定了有助于构建这一多样化研究领域的趋势。