Abstract
This study approaches mathematical modelling and creativity grounded in a sociocultural perspective. We examine an exploration of integrating group creativity into mathematical modelling in ninth grade class. Data were collected from lesson observation and interviews with participants. Findings indicated that group creativity contributed to simplifying the situation and elaborating models and that to get a more elaborated model, group composition reflecting cognitive diversity and teacher’s guide for interactions based on mathematical grounds should be emphasized. Different types of interaction and creative synergies for group creativity along with modelling stage and different effects on modelling according to the emerged group creativity are described.
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