Teachers of mathematics and researchers in mathematics education are recommended to be engaged in a creative endeavor. However, creativity cannot be thought of independent of imagination. This article analyzes the relation between imagination and the philosophy of mathematics. The later concept is inclusively concerned with arguments on whether or not: (1) mathematics is invented or discovered; (2) the existence of mathematical entities and objects; and (3) the truthness of mathematical discourse. On the other hand, the philosophy of mathematics education covers the understanding of, and the meaning we attribute to, mathematics and its nature. In this article, I argue that "imagination" is a vital asset in mathematics education.