id: 05913284
dt: j
an: 2011d.00246
au: Pelczer, Ildikó; Rodríguez, Fernando Gamboa
ti: Creativity assessment in school settings through problem posing tasks.
so: Mont. Math. Enthus. 8, No. 1-2, 383-398 (2011).
py: 2011
pu: Information Age Publishing (IAP), Charlotte, NC; Department of Mathematical
Sciences, The University of Montana, Missoula, MT
la: EN
cc: C44 C45
ut: assessment criteria; creativity; mathematical knowledge; educational
research; problem-posing process; upper secondary; university students
ci:
li:
ab: Summary: Research in math education on mathematical creativity relies on
the idea that creativity is potentially within all students and it can
be fostered by properly structured activities. The tasks most commonly
used for its assessment are problem solving and problem posing. In our
approach we use problem posing tasks to get insight into students’
creativity. Based on a qualitative analysis of the participants’
answers to the questionnaire that followed the task, we define
algorithmic, combined and innovative creativity as constructs that can
be put in correspondence with the types and level of knowledge involved
in the problem posing task. We propose criteria to identify these types
of creativity and discuss aspects related to the quality of the
resulting problems. A second set of criteria is defined in order to
assess the novelty of the posed problems.
rv: