Abstract: This article is based on an examination of classroom practice of a teacher Who responded to the major change in the mathematics curriculum in Singapore. Classroom practice that aims to promote mathematical problem solving is scrutinized to unearth promising themes for mathematics teaching to encourage thingking and creativity. Features of classroom activities that seem promising for mathematics teaching in the next millennium are identified. Four promising themes emerged. Firstly, subtle changes in teaching style may lead to desired changes in learning outcomes. Secondly, problem posing can be a vehicle to promote thinking seems promising. An opportunistic approach involves the use of problem to create situation where there is a need for certain content knowledge and concepts. The teaching of content knowledge and concepts occurs when such a need arises. This is in contrast to a sequential approach which involves the teaching of content knowledge and concepts for the purpose of solving problem.