In this article we show how students' productive struggle on a mathematical task can lead to collective mathematical creativity. We use observable (co)actions and interactions from a video record that features three Grade 6 students in a problem-solving session to document the emergence of collective creativity leading to a solution. We discuss some key features of the task and the learning environment and present implications for classroom practices aimed at helping students to capitalize on their mathematical struggles. [For the complete proceedings, see ED630060.]