Creativity in Teaching Calculus 1 at University

Advances in creativity theory currently center on several pertinent areas and its role in our society, thus broadening the discussion of how creative processes take place. In this sense, we emphasize the importance of contextualizing domains of expression and understanding individual processes in social interactions shaped by cultural features. Within the university environment, the discipline Calculus 1 is considered extremely challenging, to the point of generating high rates of dropout and failure, and negatively impacting on exact science courses. This framework opens up opportunities to investigate how creativity can be exercised in search of new results for learners, staff, and training areas. Do certain Calculus 1 teachers already unknowingly present creative solutions, and are even reluctant to communicate such externally? To what extent do they reflect upon their own creative processes? Our purpose is to investigate how it is possible to employ creativity in the teaching of Calculus 1. Hence, semi-structured interviews were conducted, allowing access to the singularities of teachers in this area. Similarly, a sequence of three classes taught by two professors in the discipline were observed to examine the didactics of each one. Our findings contribute to reflections on creativity in the teaching of Calculus 1, in the exact sciences and, to some extent, in general education.