Problem Posing as a Learnable Activity

Compared with problem solving, students’ ability to pose problems in general, and its connection to mathematical creativity in particular, has received less attention. The current study aims at investigating how instructing students in posing problems influences mathematical creativity, as expressed in (1) their ability to pose problems, and (2) their ability to solve problems. To investigate these issues, pre- and post-tests on solving and posing problems were given to two groups of mathematically advanced students. The findings supported our initial assumption that systematic teaching of posing problems can lead to some improvements in students’ ability to modify a given problem, and indirectly improve their ability to produce more creative solutions of the given problem. Differences between the two groups may relate to the students’ mathematical background.