A Study of Problem Posing as a Means to Help Mathematics Teachers Foster Creativity

Journal of Humanistic Mathematics

article

Moore-Russo, Deborah¹  Simmons, Amanda A.²  Tulino, Michael J.D.³ 

[1] University of Oklahoma;University at Buffalo;Indiana Wesleyan University

关键词: creativity;    problem posing;    mathematics teacher education;    task generation;   

DOI  :  10.5642/jhummath.202002.08

学科分类：社会科学、人文和艺术（综合）

来源: Claremont Center for the Mathematical Sciences

【 摘 要 】

Research suggests that mathematical creativity often results from extended periods of mathematical activity and reflection based on the use of deep and flexible content knowledge [14, 15]. This implies that instruction can influence creativity. However, for teaching to foster creativity in mathematics, there should be purposefully designed instructional tasks. It is doubtful that routine, mechanical exercises would foster creativity. Moreover, mathematical creativity may neither be explicitly promoted, nor fully appreciated, by students when a learning space involves only problem solving, even if the problems are challenging and engaging. For students to get an authentic sense of mathematics and to develop habits that are more likely to lead to an appreciation of mathematical creativity, they need to experience both problem solving and problem posing, as both are “essential aspects of mathematical activity” [22, page 31].

【 授权许可】

CC BY-NC-ND