Assessment of mathematical creative thinking: A systematic review

With the increasing attention to mathematical creative thinking (MCT) in mathematics education, there has been a concomitant rise need and interest investigating how assess MCT skills. Thus, systematic review was conducted on assessed literature. We reviewed 70 journal articles analyze specific assessments from four perspectives: educational context, assessment of familiar measurement tools, reliability validity evidence. found that (a) additional measurements tools are necessary for secondary high school levels; (b) most context assessing focuses Aon curriculum students according class level; (c) often used open-ended questions, interview, multiple-choice, questionnaire, based ethnomathematics, Torrance Test Creative Thinking (TTCT); (d) evidence tool should be collected reported further research. This identifies research gaps topics conceptualize The findings expected benefit researchers teachers, help them decide best use assessment.