In a research study designed to investigate the emergence of collective creativity in elementary classroom settings, and in which teachers' decision-making practices were analyzed alongside both the teachers' observed teaching practices in their classrooms and their students' problem solving actions, the first author developed four metaphors for collective mathematical creativity and linked the entailments of these metaphors to teachers' actions. In this paper, we discuss in detail these entailments and teacher actions, present a framework for collective creativity, and reflect on the implications for practice and further research. [For the complete proceedings, see ED657822.]