NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ998857
Record Type: Journal
Publication Date: 2013-Feb
Pages: 21
Abstractor: As Provided
Reference Count: 81
ISSN: ISSN-0013-1954
Creativity and Mathematical Problem Posing: An Analysis of High School Students' Mathematical Problem Posing in China and the USA
Van Harpen, Xianwei Y.; Sriraman, Bharath
Educational Studies in Mathematics, v82 n2 p201-221 Feb 2013
In the literature, problem-posing abilities are reported to be an important aspect/indicator of creativity in mathematics. The importance of problem-posing activities in mathematics is emphasized in educational documents in many countries, including the USA and China. This study was aimed at exploring high school students' creativity in mathematics by analyzing their problem-posing abilities in geometric scenarios. The participants in this study were from one location in the USA and two locations in China. All participants were enrolled in advanced mathematical courses in the local high school. Differences in the problems posed by the three groups are discussed in terms of quality (novelty/elaboration) as well as quantity (fluency). The analysis of the data indicated that even mathematically advanced high school students had trouble posing good quality and/or novel mathematical problems. We discuss our findings in terms of the culture and curricula of the respective school systems and suggest implications for future directions in problem-posing research within mathematics education.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States