Mathematical Creativity: Moments of Insight in 4th Year of Secondary Compulsory Education (ESO)' Students

Solving geometric problems, traditionally called Insight, is one of the main areas that can help students develop and promote their creative potential in learning mathematics. In this article we set out to identify, describe and characterize the evidence that promotes moments of Insight in a group of 4th year secondary students. Initially we used a quantitative methodology and subsequently a qualitative one. This qualitative methodology uses analysis of solutions to 3 geometric problems potentially related to perceptual Insight, answers in the questionnaire and explanations provided in the semi-structured interview. The analysis has allowed us to identify and characterize explicit and non-explicit evidence in the occurrence of Insight. We give an especially important role, on the one hand, to the speed at which the sudden occurrence of Insight takes place and, on the other hand, to the emotionally positive component that determines the affective elements of its experience.