Is Problem Posing a Tool for Identifying and Developing Mathematical Creativity?

Research On and Activities For Mathematically Gifted Students

“…By putting fourth to sixth graders, and also university students in problem-posing contexts, Singer and Voica found that, in problem posing situations, high achievers, including gifted mathematics students, develop cognitive frames that make them cautious in changing the parameters of their new problems, even when they make interesting generalizations. The students' capacity to generate coherent and consistent problems in the context of problem modification may indicate the existence of a generalization strategy that seems to be specific to mathematical creativity, differentiating it from creative manifestations in other domains (Singer and Voica 2015). The domain-specificity of mathematical creativity was also identified in other studies (e.g.…”

Research On and Activities For Mathematically Gifted Students

“…The students' capacity to generate coherent and consistent problems in the context of problem modification may indicate the existence of a generalization strategy that seems to be specific to mathematical creativity, differentiating it from creative manifestations in other domains (Singer and Voica 2015). The domain-specificity of mathematical creativity was also identified in other studies (e.g.…”

Affect in mathematical problem posing: conceptualization, advances, and future directions for research

“…In addition, by using qualitative rubrics to assess different characteristics of students' responses, Cai et al (2013) found that students whose posed problems exhibited positive characteristics (such as reflecting the linearity of a given graph in their posed problem or embedding their posed problems in real-life contexts) were also strong problem solvers. Problem posing has also been also used to probe mathematical creativity by examining the variety of problems an individual can pose (Leikin & Elgrably, 2020;Singer & Voica, 2015).…”