Abstract
In the course of a study of aspects of mathematical creativity in children aged 11‐12 years [1], a number of potential conflicts between behaviours in mathematics which might be labelled creative and other desirable behaviours emerged. Mathematical creativity is considered under two constructs: divergent thinking and the ability to break from mental sets by overcoming fixations in mathematics. These are seen potentially to conflict with such desirable features of children's mathematical learning as accuracy, learning and obeying rules, being systematic and the formation of generalizations. These conflicts raise serious questions for mathematics educators about their aims and values in mathematics teaching.
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