Abstrakt
The presented paper focuses on creativity and its development in lessons of mathematics. It describes teaching experiments conducted within the frame of the project M3EaL: Multiculturalism, Migration, Mathematics Education and Language (526333-LLP-1-2012-1-IT-COMENIUS-CMP) - a multilateral project whose aim was development of teaching units supporting migrant pupils and pupils for different sociocultural backgrounds.
The paper wants to show that if pre-service and in-service teachers fact the situation in which they cannot (for different reasons) rely on traditional textbooks and ways of doing mathematics, in this particular case they face a culturally heterogeneous classroom, they tend to be very creative in planning their lesson and at the same time encourage creativity of their pupils. Thus cultural heterogeneity may be perceived as advantage as it may result in breaking out of stereotypes of mathematics classrooms.