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By modeling and expecting students to practice creativity in the classroom they are developing skills that can be transferred to careers and life after graduation.

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Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21 st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.

Global Digital Citizen Foundation. (2015). Creative fluency [Video file]. Retrieved from http://globaldigitalcitizen.org/

Gray, P. (2012). As children’s freedom has declined, so has their creativity. Retrieved from https://www.psychologytoday.com/

M.A.P., P., & O., F. (2017). Methods for creativity stimulation of students in math courses. Bulletin Of The Transilvania University Of Braşov: Series VII: Social Sciences, Law, Vol 10(59), Iss 1, Pp 75-86 (2017), (1), 75.

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M.A.P and O. (2017, p. 75) discuss how all learners should be given the opportunity to enhance their mathematical creativity as it will have an impact on their future success.

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Just as any technical skill can be taught, so can the creative process and it is essential that educators implement creativity fluency practices in classrooms across all content areas (Crockett, Jukes, & Churches, 2011, p. 46).

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"Creativity is the central variable underlying personal achievement and ability to adapt to unusual conditions" (Gray, 2012, para. 5).

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Define creativity in the context of mathematics and model the creativity fluency process using the 5 I's prior to asking students to use it to solve complex real-world problems.

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Ask students to solve real-world application problems that have multiple, novel solutions with minimal teacher guidance.

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Strategies to implement creativity fluency in the classroom

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Strategies to implement creativity fluency in the classroom

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Use the 5 I's of creativity fluency to break through creative blocks and become exceptional innovators (Global Digital Citizen Foundation, 2015).

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Identify, Inspire, Interpolate, Imagine, Inspect