The aim of the research is to study the possibilities of the final stage of working with a mathematical problem as a means of forming schoolchildren’s creative activity. The leading method of investigating this problem is to establish the correspondence between the components of the final stage of working with the mathematical problem and the procedural features of the student’s creative activity. The study resulted in defining the structure of the final stage of working with a mathematical problem, which made it possible to identify a certain set of activities that make up the ability to work with the problem on the final stage of its solution. The article establishes the relationship between actions appropriate to this stage of work with the task and signs of the student’s creative activity. It is proved that in the process of working with the problem on the final stage of its solution, students develop procedural features of creative activity. The author's method of forming students’ creative activity suggested in the article can be used by the teachers of mathematics in school practice, by the authors of methodological manuals for students and teachers, and also can be used as the basis for a special course for students of pedagogical universities.