Noticing individual differences in the classroom was an important element of educational discourse related to mathematics education. Mathematical creativity was an aspect of the classroom that was getting deep attention at this time because it paid attention to differences, and lateral thinking was one of the approaches related to creativity. However, the design of mathematical assignments based on lateral thinking has not been widely studied, even though mathematics offers an open way to integrate the concept of lateral thinking with activities that stimulate thinking and require creativity. This article reviews assignment strategies that can be embedded in numerical methods courses that noticing individual differences. This strategy will include ways to notice individual differences, discussing and debating the concept of numerical methods, and assigning strategies based on lateral thinking for prospective mathematics teacher students. The data were analyzed through a pedagogical content knowledge framework and student responses related to implementing of the assignment strategy. The findings of this study answer the question of how the results of the assignment are viewed from the pedagogical content knowledge framework of prospective mathematics teachers, and how effective the application of the assignment strategy is based on lateral thinking. [ABSTRACT FROM AUTHOR]