Gómez Chacón, Inés MaríaFuente, Constantino de la2024-12-192024-12-192018978331999860297833199986192570-47292570-473710.1007/978-3-319-99861-9_15https://hdl.handle.net/20.500.14352/113092Based on the idea that the creative process is one that involves skills that can be learned and developed with practice, this chapter presents the design and development of a Mathematical Research Project (MRP) for teaching. It examines the output and development of the modalities of mediations during processes of instrumental genesis working from problem-solving tasks (PST) to arrive at Mathematical Research Projects (MRPs). We will respond to the question: What teacher mediations articulate student creativity in Mathematical Research Projects? It will specify (1) identification of the student’s activity by the teacher – the operational mathematical invariants of the students’ schemes, the cognitive processes the student puts into action, and the domains of mathematical knowledge – and (2) mediated activity between the teacher and students regarding the instrument, the object, and the subject.engbook parthttps://doi.org/10.1007/978-3-319-99861-9_15restricted accessMatemáticas (Matemáticas)Educación12 Matemáticas58 Pedagogía