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Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity

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Abstract

The purpose of this study was to reveal both the effects of problem-posing interventions on the mathematical creative ability of students and how students’ creative self-efficacy in mathematics was related to their mathematical creative ability. Elementary school students (n = 205) were randomly assigned to one of two groups: problem-posing or control. Results showed the mathematical creativity for the problem-posing group increased (p < 0.05) more than for students in the control group (d = 0.77). Results from the Confirmatory Factor Analysis showed that mathematical creativity was a higher order factor that included mathematical creative ability and mathematical creative self-efficacy as first-order factors. Among the implications for this is that integrating problem-posing activities into elementary school mathematics instruction can foster mathematical creativity.

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Authors and Affiliations

  1. University of Wyoming, McWhinnie Hall 318, E Willett Dr, Laramie, WY, 82072, USA

    Ali Bicer

  2. University of North Dakota, Grand Forks, ND, USA

    Yujin Lee

  3. Idaho State University, Pacatello, ID, USA

    Celal Perihan

  4. Texas A&M University, College Station, TX, USA

    Mary M. Capraro & Robert M. Capraro

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  1. Ali Bicer
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Correspondence to Ali Bicer.

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Bicer, A., Lee, Y., Perihan, C. et al. Considering mathematical creative self-efficacy with problem posing as a measure of mathematical creativity. Educ Stud Math 105, 457–485 (2020). https://doi.org/10.1007/s10649-020-09995-8

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