In this paper we explore the impact of political decisions under the definition and implementation of the curriculum in mathematics, in Catalonia. We focus our discussion in the idea of “creativity.” This paper is framed by a RTD project funded by the Spanish Government about the study of creativity within secondary education in a professional training program addressed to mathematics teachers. We have decided to focus on the idea of “creativity” because it is a relevant aspect of the learning of mathematics (Leikin & Pitta-Pantazi, 2013). Previous research in mathematics education (RME) suggest that the type of the activity influences student’ learning in mathematics (Doyle, 1988; Leikin, 2009; Vale, 2009). Learning environments should provide students with opportunities to develop their own creativity through inquiry, investigation, reasoning, etc. Many authors use the idea of “rich mathematics” or “rich mathematical explorations” as means to increase students’ chances to fully develop their capabilities (Vale & Barbosa, 2015; Vilella, 2009). The Catalan curriculum includes this idea within its guidelines (Burgés & Sarramona, 2013). Creativity becomes one of the main features (for teachers) in terms of methodology. They should use and promote creativity to challenge their students and take out from them their best. In this paper we explore how a program of professional training in mathematics for teachers in secondary education includes the idea of “creativity.” We use qualitative methodology. We coded all the “final reports” produced by the students of a master program in mathematics education (n=36). The data corresponds to the cohorts 2009-2010 and 2010-2011. We used NVivo to display and analyze the data collected. We synthesized the information collected using a table to identify “creativity activities/comments/reflections” and “theme” in reference to the curriculum content bloc. In our presentation we will summarize the results of this analysis. We will include also examples to illustrate how in service teachers are including “creativity” in their final reports. We conclude that creativity is highly associated to “real” or “everyday” contexts, according to the students’ final reports. This is somehow aligned with the typical situations / activities / tasks students in elementary education must to address in compulsory assessments tests. But is not fully connected to what the Catalan curriculum establishes itself. In this sense, this study highlights a mismatch between what the Catalan curriculum says and what in service teachers’ design.

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