Enhancing Undergraduates’ Creative Thinking through Mathematics Courses: A Systematic Literature Review

Abstract

Creative thinking (CT) is recognized as a critical competency for global citizens in the 21st century. This study conducts a systematic literature review, following PRISMA guidelines, examining instructional interventions designed to foster CT in undergraduate mathematics courses. Focusing on articles published between 2019 and 2024 from Web of Science and Scopus databases, 17 relevant studies were identified for in-depth analysis. Both quantitative and qualitative research methodologies were employed to evaluate the characteristics, effectiveness, and assessment tools of these interventions. The study emphasizes the importance of strategic pedagogical practices and rigorous evaluation methods in fostering CT within university-level mathematics education. Findings highlight the need for educators to clearly define CT objectives, including its attributes, criteria, and standards, and utilize varied teaching strategies and assessment tools for effective implementation.