<![CDATA[This study aimed to describe the mathematical problem-solving creativity of prospective mathematics teachers based on reflective and impulsive cognitive styles. A descriptive qualitative design was employed. Twenty-five second-semester students in a mathematics education program completed the Matching Familiar Figures Test (MFFT) to identify cognitive styles. Two participants, one reflective and one impulsive, were then selected by considering comparable mathematical ability and communication skills. Data were collected through the MFFT, mathematical problem-solving tasks, and interviews. The data were analyzed through data reduction, data display, and conclusion drawing, with source triangulation used to establish data credibility. The findings show that the reflective participant demonstrated fluency and originality but not flexibility, whereas the impulsive participant demonstrated only fluency. Thus, the two cognitive styles showed different patterns of creative mathematical problem solving, particularly in generating alternative strategies and unfamiliar forms. The findings suggest that mathematics teacher education should provide sustained opportunities for non-routine and open-ended tasks that explicitly encourage alternative strategies, justification, and originality]]>
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