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A growing body of mathematics education research points to the importance of fostering students' mathematical creativity in undergraduate mathematics courses. However, there are not many research-based instructional practices that aim to accomplish this task. Our research group has been working to address this issue and created a formative assessment tool, the "Creativity-in-Progress Rubric (CPR) on Proving". This tool is developed to help students evaluate their own proving process, as well as provide instructors insight into students' self-evaluation and process. In this paper, we provide a brief description of the CPR on Proving and explain its implementation in two courses at different institutions. Additionally, we share several students' usages of the CPR and provide some practical implementation suggestions.

Challenging mathematics problems were posed as a substantial part of homework in an elective combinatorics course. The intent was to encourage undergraduate students' exploration as well as develop their technical writing skills. The bulk of students' grades on these problems rested on a three-page reflective write-up using a rubric on mathematical creativity, the Creativity-in-Progress Rubric on Proving. Through student reflections, this structure led to a self-reported boost in students' proving confidence and led them to view themselves as practicing mathematicians. Descriptions of the problems, how students used the rubric as their guide, and grading structure are detailed in this article. [ABSTRACT FROM AUTHOR]