Abstract
Many researchers consider problem posing tasks to be a powerful tool for assessing mathematical creativity. Frequently mentioned indicators of creativity in students' problem posing include flexibility, fluency and originality. In the presented study we characterize, in terms of these indicators, problem posing of 15 high achieving secondary school students. We then argue that the aforementioned indicators do not fully capture the essence of the students’ creativity and suggest that considerations of aptness that the students imply in the process of problem posing can serve as a useful indicator of their creativity in the chosen context.
| Original language | English |
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| Title of host publication | Proceedings of the 6th International Conference Creativity in Mathematics Education and the Education of Gifted Students |
| Pages | 120-125 |
| State | Published - 9 Jul 2011 |