The teacher should stimulate the student to think, make efforts of abstract inner personal reflection, undertake mental actions of research and truth discovery, elaborate new knowledge, thus overcoming the threshold of concrete-sensorial, intuitive actions in solving Arithmetic problems. This article aims at highlighting the relevance of using the graphic method in stimulating the students’ creativity with a view to optimizing the instructive-educational process. The research undertaken relies on the following hypothesis: applying the graphic method in solving problems of Mathematics enables efficient learning of the taught contents, leading to the motivation of learning, educating attention and stimulating creativity, as well as enhancing school performance. Our paper highlights the inner harmony of Mathematics, which is able to raise awareness of the fact that there are attractive mathematical problems and efficient solving methods, for the understanding of which we need neither special talent nor training which exceeds the level of elementary grades.
Key words: creativity, elementary school, graphic method, Mathematics, pedagogical experiment, solving problems