Mathematical creativity is considered beneficial for learning mathematics. However, research studies that provide empirical evidence of students' mathematical creativity in regular mathematics classrooms are relatively scarce. This study explores the idea of mini-creativity (mini-c), which is defined as the creative processes involved in the construction of personal knowledge and understanding. The aim of the study is the identification and characterization of mini-c instances when students are first introduced to the arithmetic mean concept. In total, 97 Grade 6 students participated in a technologically enhanced instructional program which was developed according to the principles of the theoretical framework 'personalised mathematics and mathematics inquiry' (PMMI). The analysis of the results suggests that the learning environment supported the development of mini-c. From students' worksheets and classroom observations, three categories of mini-c instances were identified and characterized, as follows: (a) building insight and abstractness of a mathematical concept; (b) creating, manipulating, and connecting representations; and (c) expressing flexible thinking.