Indicators of creativity in mathematical problem posing: How indicative are they?

Igor Kontorovich, Boris Koichu, ROZA LEIKIN, Abraham Berman

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


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 languageEnglish
Title of host publicationProceedings of the 6th International Conference Creativity in Mathematics Education and the Education of Gifted Students
StatePublished - 9 Jul 2011


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