Mathematics education is a complex process in which both teachers and students participate. Since mathematics can be viewed as the science of abstract objects, its learning is based on discovering new patterns, so it is important, in the process of learning mathematics, to support the development of abstract thinking through generalization, perception of equivalence and creativity. Although many consider mathematics and creativity to be incompatible concepts, creativity in mathematics plays an important role in breaking the belief that knowledge of mathematics involves the application of strictly defined rules and that the goal of learning mathematics is to reproduce those rules. Every teacher should strive to provide their students with the best possible understanding of the teaching content, for this purpose the teacher can conduct action research, which can assess the knowledge of their students and the quality of their teaching. Also, to achieve a higher level of understanding in their students, the teacher may include in his teaching one of the following methods: active teaching, direct teaching, teaching based on productive failure, apply higher cognitive tasks or use computer algebraic systems that facilitate complex mathematical calculations and allow a better understanding of certain mathematical concepts. As nothing should be exaggerated, i.e. all mathematical methods should be implemented equally, so is the case with evaluation in mathematics, i.e. formative, summative and progressive evaluation should be implemented equally.