Abstract:

In relationships established at school, it creates an psychological climate in this environment that can both promote the development of the creative potential of individuals, as may hinder it. However, in the literature consulted, lacks empirical studies that address the constituent factors of the classroom climate for creativity in mathematics and there are no validated instruments to measure statistically this climate. This article describes an empirical-analytic study realized with 324 students from public and private schools in the age range from 9 to 14 years devoted to understanding the factors present in the formation of the classroom climate for creativity in mathematic's lessons. Shows the Scale of Climate for Creativity in Mathematics lessons, instrument resulting from this study that serves as a tool for teachers, managers, researchers and students can assess strengths and weaknesses involved in the constitution of the  favorable climate to creativity in mathematic's lessons.

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