Identification and development of giftedness is a major task of mathematics teachers worldwide. An early identification of gifted children in mathematics can have a number of benefits, like, providing opportunities for the nourishment of their talent, saving them from burnout, and proper utilisation of mathematical talent in future. As creativity plays an important role in the development of gifted behavior, it could be erroneous to exclude creativity from gifted education programs. In this article Yogesh Sharma reviews several models of giftedness in which creativity is a key ingredient, namely the Three-Ring Conception of Giftedness (Renzulli, 1978, 2005); the WICS Model of Giftedness (Sternberg, 2003); the Munich Model of Giftedness (Heller, Perleth, and Lim, 2005); and the Conceptual Model (Sriraman, 2005). Sharma goes on to present criteria and frameworks from researchers Prouse (1964, 1967), Balka (1974), Kapur (1990), and Haylock (1987a, 1987b, 1997) for assessing an individual's mathematical creativity. Three common characteristics emerge from these criteria and related literature: (1) the ability to overcome fixations in mathematical situations; (2) the ability to formulate mathematical problems; and (3) the ability to solve a mathematical problem with multiple solutions. The remainder of the article describes activities relating to these three characteristics that can be incorporated into a classroom intervention for gifted students in mathematics.