Are only certain people destined to be multicreative—capable of unique and meaningful contributions across unrelated domains? In this article, we argue that all students have multicreative potential. We discuss this argument in light of different conceptions of creativity and assert that the likelihood of expressing multicreative potential varies across levels of creativity (most likely at smaller-c levels of creativity; least likely at professional and eminent levels of creativity). We close by offering considerations for how math educators might nurture the multicreative potential of their students.
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