The investigations described in the ten fascinating research studies contained in the current volume of "ZDM Mathematics Education" evoke some perspectives in response. I consider the articles thematically in relation to a suggested set of important or pressing questions about creativity and giftedness in mathematics education, grouped into four areas: (1) definitions and meanings, (2) learning environments, (3) teacher preparation, (4) educational policies and societal trends. The first three of these areas are addressed most specifically; the latter is given less attention, with much remaining to be researched. In the context of the topics most addressed, possible emphases in studying mathematical creativity and giftedness include cognitive, affective, conative (motivational), social, and behavioral aspects. The studies here focus mostly on the cognitive, social, and behavioral dimensions. I highlight some specific findings, offer comments, and suggest the need for greater future emphasis on affective and motivational variables. My response concludes with consideration of the value of prioritizing mathematical creativity and giftedness (or high ability), noting some troubling policy directions and societal trends that should be taken into serious account and studied.