Creativity assessment in school settings through problem posing tasks

Problem-Driven Teaching: Estimating the Population from a Sample

“…We already know that the curriculum standards place great emphasis on the importance of problem posing; that there is much research showing the positive effects of mathematical problem posing on students' interest in mathematics and creativity in mathematics, as well as on self-efficacy and problem solving; and that there are many specific strategies or techniques for helping students to pose (better) mathematical problems, such as the strategies of "what-if-not" [8], chaining, systematic variation, and symmetry [9]. There are also studies on the process, phases, or stages of problem posing, such as Cruz's model of process (educative needs, goal, problem formulation, problem solving, and problem improving) [10]; the five phases (setup, transformation, formulation, evaluation, and final assessment) [11]; the five types of activities (situation analysis, variation, generation, problem solving, and evaluation) [12]; and, most recently, Cai's problem-posing task-based instructional model [13]. However, there is still a need to unfold the following directions: the design of problem-posing tasks in mathematics textbooks; teachers' design of problem-posing-based lessons; teachers' implementation of problem posing in mathematics classrooms; and the assessment of problem posing in teachers' teaching and students' learning, teachers' problem-posing beliefs and performance, students' problem-posing performance and influencing factors, and how problem posing promotes mathematics.…”

Ortaokul öğrencilerine yönelik Matematiksel Yaratıcılık Testi’nin (MYT) geliştirilmesi

“…When test development studies conducted to identify mathematical creativity are examined, it is observed that studies on the identification of creativity gained momentum especially after the 1950s (Sak et al, 2017) and skills coming to the forefront in the developed divergent thinking tests (e.g., Balka, 1974;Getzels & Jackson, 1961;Haylock, 1984;Jensen, 1973;Kattou et al, 2013;Kim et al, 2003;Lee et al, 2003;Leikin, 2009;Livne & Milgram, 2006;Prouse, 1967) were usually problem solving, problem posing (Akgül & Kahveci, 2016;Bal-Sezerel, 2019;Hamid & Kamarudin, 2021;Pelczer & Rodriguez, 2011) and redefinition (Haylock, 1987) skills. Experts suggest that there is a strong correlation between the aforementioned skills and creativity (Ervynck, 1991;Fisher, 1990;Haylock, 1984;Jensen, 1973;Matlin, 1994).…”

Problem-Oriented Self-Efficacy Perception Scale for Mathematical Creativity: Validity and Reliability Studies

“…Mathematical creativity is a skill that is potentially within all students and can be developed with structured activities (Pelczer & Rodriguez, 2011). Shen (2017) put forward that creativity is crucial for mathematics, and creative developments in mathematics create a foundation for other developments and advancements in different disciplines, including science and social sciences.…”