The Roles of the Aesthetic in Mathematical Inquiry

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Beauty Is Not Simplicity: An Analysis of Mathematicians' Proof Appraisals (2015, background): “Notably, students, who presumably have scant experience of observing mathematical development, and therefore no obvious means of determining whether or not proofs are likely to fit into a larger picture, are apparently nevertheless capable of appreciating the aesthetics of at least some mathematical”
What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems (2008, methodology): “The first intervention included several principles derived from our own prior research experience on students’ problem posing behaviors and practices (Crespo, 2003a, b; Sinclair, 2006, 2004 ) and our reading of the research literature reported earlier.”