Abstract
Spinning into the social constructivism and pragmatism world views, we considered that socio-cultural aspects, classroom activities, and daily practices as vital components of mathematics education research. By reviewing related literature on the matter, we recognized that learning Mathematics is about discourse, imagination and creativity. This is also explicitly reported in Ethiopia’s preparatory secondary school mathematics syllabi and textbooks. Yet, there has been less concern, in the literature, to offer philosophical clarification of the concepts imagination and creativity, and their relationships. The objective of this study was, therefore, to explore the relationship between imagination and creativity in classroom mathematical discourse. To this end, we employed positional mapping strategy of Adele Clarke’s (2005, 2018) situational analysis method of inquiry. Finally, we found that imagination and creativity are conceptually related each other under interpretive mathematics education. The relationship is depicted in a first-quadrant like plane board.
