ABSTRACT
In many countries, educational policies have guided the formulation of school curricula that can stimulate the creative potential of students. Among the papers produced in Brazil in respect to creativity in mathematics, the people suggest the ones by Dante related to creativity and problem resolution, and the D'Ambrosio paper in which the author presented a model explaining creativity in mathematics. Balka established some criteria to measure creativity in mathematics, indicating abilities to be assessed. The Creativity Test in Mathematics was developed for a study that aimed to examine the relationship between creativity, creativity in mathematics, and motivation in mathematics for high school students. It assesses three types of activities that enable the expression of creativity in mathematics: problem solving, problem formulation, and redefinition of elements. The test has six items selected from published studies that presented some items to assess mathematical creativity.
