The teacher-directed approach characteristic of the traditional classroom normally  adopted  by  mathematics  teachers  provides  few  opportunities  for  students  to  develop  their  mathematical  problem-solving  skills  and  little  encouragement  for  them to engage in conversation. Furthermore, this approach might not be flexible to students’  individual  learning  needs  and  could  generate  low  interest  in  mathematics  among  students.  To  reduce  these  learning  problems,  this  study  proposes  a  student-centered  learning  activity  called  interest-driven  video  creation,  which  adopts  inter-est-driven  creator  (IDC)  theory  in  its  design.  By  viewing  cognitive  apprenticeship  strategies as subcomponent concepts of the creation loop in IDC theory, this study could articulate and enrich the creation loop model of IDC design in mathematics. In an interest-driven video creation activity, students solved mathematics word prob-lems  through  individual  and  group  creation  of  tutorial  videos.  With  these  videos,  students could teach their fellow classmates by discussing mathematics concepts and sharing ideas. The preliminary results reveal significant improvements in mathemat-ics achievement and show that both high- and low-achieving students have positive attitudes and low anxiety regarding the activity and perceive both mathematics and the learning activity to be highly useful. In addition, the students’ perceptions of the benefits of the activity for learning are positive overall. Students also agree that they enjoy  and  engage  in  the  video  creation  activity  and  that  the  activity  helps  them  to  learn mathematics better and improves their communication skills, teamwork skills, and filmmaking techniques.