Problem modification as a tool for detecting cognitive flexibility in school children

Voica, Cristian; Singer, Florence Mihaela

doi:10.1007/s11858-013-0492-8

Cited by 42 publications

(21 citation statements)

References 10 publications

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“…A different approach to creativity, one based on organizational theory, has been taken by Singer and her research team (e.g. Pelczer et al 2013;Voica and Singer 2013). Their framework relies on the concept of cognitive flexibility.…”

Section: How Are Mathematical Creativity and Giftednessmentioning

confidence: 99%

Research On and Activities For Mathematically Gifted Students

Singer

Sheffield

Freiman

et al. 2016

ICME-13 Topical Surveys

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Section: How Are Mathematical Creativity and Giftednessmentioning

confidence: 99%

Research On and Activities For Mathematically Gifted Students

Singer

Sheffield

Freiman

et al. 2016

ICME-13 Topical Surveys

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“…Specifi cally, in their study of fourth to sixth graders' modifi cations to problems, they found that students who stayed close to the given problem's context displayed deeper understanding of the mathematics than those who posed modifi ed problems that were ostensibly more creative because they strayed further from the original. Nevertheless, Voica and Singer ( 2013 ) have found that, with suffi ciently careful analysis of students' cognition during problem modifi cation, problem posing can provide useful evidence of students' cognitive fl exibility.…”

Section: Is It Feasible To Use Problem Posing As a Measure Of Creativmentioning

confidence: 99%

Problem-Posing Research in Mathematics Education: Some Answered and Unanswered Questions

Cai

Hwang

Jiang³

et al. 2015

Mathematical Problem Posing

143

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This chapter synthesizes the current state of knowledge in problemposing research and suggests questions and directions for future study. We discuss ten questions representing rich areas for problem-posing research: (a) Why is problem posing important in school mathematics? (b) Are teachers and students capable of posing important mathematical problems? (c) Can students and teachers be effectively trained to pose high-quality problems? (d) What do we know about the cognitive processes of problem posing? (e) How are problem-posing skills related to problem-solving skills? (f) Is it feasible to use problem posing as a measure of creativity and mathematical learning outcomes? (g) How are problem-posing activities included in mathematics curricula? (h) What does a classroom look like when students engage in problem-posing activities? (i) How can technology be used in problem-posing activities? (j) What do we know about the impact of engaging in problem-posing activities on student outcomes?

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“…Other studies revealed that problem posing may stimulate creativity, possibly even more than problem solving (e.g. Voica and Singer 2013). In addition, Voica and Singer (2014) found three characteristics that can offer an indication of mathematical giftedness in problem posing contexts: a thorough understanding of conveyed concepts, an ability to generalize reasoning, and a capacity to frame and reframe content in order to devise new problems.…”

Section: How Are Mathematical Creativity and Giftednessmentioning

confidence: 99%

“…Pelczer et al 2013;Voica and Singer 2013). Their framework relies on the concept of cognitive flexibility.…”

Section: How Are Mathematical Creativity and Giftednessmentioning

confidence: 99%