@inbook {MATHEDUC.06494756,
author = {Singer, Florence Mihaela and Voica, Cristian},
title = {Is problem posing a tool for identifying and developing mathematical creativity?},
year = {2014},
booktitle = {Mathematical problem posing. From research to effective practice},
isbn = {978-1-4614-6257-6},
pages = {141-174},
publisher = {New York, NY: Springer},
doi = {10.1007/978-1-4614-6258-3_7},
abstract = {Summary: The mathematical creativity of fourth to sixth graders, high achievers in mathematics, is studied in relation to their problem-posing abilities. The study reveals that in problem-posing situations, mathematically high achievers develop cognitive frames that make them cautious in changing the parameters of their posed problems, even when they make interesting generalizations. These students display a kind of cognitive flexibility that seems mathematically specialized, which emerges from gradual and controlled changes in cognitive framing. More precisely, in a problem-posing context, students' mathematical creativity manifests itself through a process of abstraction-generalization based on small, incremental changes of parameters, in order to achieve synthesis and simplification. This approach results from a tension between the students' tendency to maintain a built-in cognitive frame, and the possibility to overcome it, which is constrained by their need to devise mathematical problems that are coherent and consistent.},
msc2010 = {D50xx (C40xx)},
identifier = {2015f.00435},
}