Fostering mathematical creativity with problem posing activities: An action research with gifted students

Problem-posing research in mathematics education: A bibliometric analysis

“…It is believed that the study of problem posing in relation to different issues in recent years has had an impact on this situation. Indeed, as of 2010, papers (Ayvaz & Durmuş, 2021;Biçer et al, 2020;Elgrably & Leikin, 2021;Leikin & Elgrably, 2020;Mallart et al, 2018;Nuha et al, 2018;Van Harpen & Sriraman, 2013; related to and investigating creativity and problem posing are examples of this argument. In addition, the fact that the studies using the keywords ‗teaching mathematics through problem-posing' or ‗teaching through problem-posing' Zhang & Cai, 2021) and affect (Cai & Leikin, 2020;Guo et al, 2020;Parhizgar et al, 2021;Schindler & Bakker, 2020) were published after 2020, in the last period, indicates that these issues are the most current trends in this research area.…”

“…Moreover, in the articles using the density map problem posing subject, the most commonly used items are test, effect, development, work, etc., while the most current elements, such as flexibility, creativity, and mathematical creativity, among others, are used less frequently. Indeed, in recent years, some changes have occurred in the focus of problem posing studies, from studies carried out to determine problem posing skills, errors, or beliefs in certain subjects, such as fractions or operations with fractions (Chen et al, 2013;Işık & Kar, 2012;Kılıç, 2015), to studies in which problem posing is considered together with different fields of study such as modelling (Hartmann et al, 2021) and mathematical creativity (Ayvaz & Durmuş, 2021;Biçer et al, 2020;Elgrably & Leikin, 2021;Leikin & Elgrably, 2020), among others. Cai and Hwang (2020) state that one of the potential benefits of including problem posing in math classes is that it provides useful insights about students' mathematical thinking.…”

“…When the red cluster is examined, items such as ‗mathematical creativity', ‗creativity' and ‗flexibility' attract attention. When the studies (Ayvaz & Durmuş, 2021;Biçer et al, 2020;Elgrably & Leikin, 2021;Leikin & Elgrably, 2020;Nuha et al, 2018;Singer et al, 2017;Van Harpen & Sriraman, 2013; in which these items are used are analyzed, it is understood that the creativity of individuals is examined with problem posing tasks. For example, Voica and Singer (2013) highlighted that in their study where they asked fourth-and sixth-graders to change a given problem, cognitive framing changes were effectively detected in problem posing situations, and this is an indicator of students' creative potential.…”

“…Van Harpen and Sriraman (2013) aimed to explore the mathematical creativity of high school students by analyzing the problem posing skills of geometric scenarios based on the argument that the problem posing skill mentioned in the literature is an important indicator of creativity in mathematics. In the action study conducted by Ayvaz and Durmuş (2021) to improve the problem posing skills and mathematical creativity of seventh-grade students with problem posing-based activities, the practice was effective in the development of students' problem posing skills and mathematical creativity. On the other hand, Biçer et.al ( 2020) conducted a study to reveal how problem posing interventions are related to the mathematical creative abilities of primary school students.…”

An analysis of the gifted and non-gifted students creativity within the context of problem-posing activity

“…The studies on creativity in mathematics are mostly grounded on determining creativity in mathematics (Akgül & Kahveci, 2016;Balka, 1974), examining the characteristics and creative thinking levels of creative individuals in mathematics (Amaral & Carreira, 2012;Livne et al, 1999;Mann, 2009;Siswono, 2011;Sriraman, 2004), tools that can be used to reveal creativity in mathematics (Gür & Kandemir, 2006;Leung, 1997;Williams, 2002) and the development of creativity in mathematics (Ayvaz & Durmuş, 2021;Brunkalla, 2009;Kandemir, 2006;Shriki, 2010). However, fewer studies were carried out on the creativity of gifted students in mathematics (Akgül, 2014;Ayvaz & Durmuş, 2021;Chamberlin & Moon, 2005;Kattou et al, 2011;Lee et al, 2003;Livne & Milgram, 2006;Pitta-Pantazi et al, 2011). The results suggested that challenging problems and multiple solution activities (Kandemir, 2006;Kattou et al, 2011;Lee et al, 2003;Livne et al, 1999;Williams, 2002) were used both in announcing and developing creativity in mathematics, specifically problem-posing activities can be used (Leung, 1997).…”