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This study investigates how training elementary and middle school preservice teachers to teach mathematics for creativity through problem-posing activities affects their creative thinking abilities in mathematics and their perceptions toward creativity-directed instructional practices. Using a pre-post paired-sample t-test, the study revealed that problem posing, when implemented effectively, has the potential to enhance preservice teachers’ creative thinking in mathematics and their perceptions of creativity-directed practices in mathematics education. The intervention involved training preservice teachers collectively to convert routine mathematical tasks into creativity-directed practices. The intervention emphasizes that problem posing should not be viewed as an isolated practice but integrated with other instructional methods such as using manipulatives, technology, collaborative mathematics instruction, and mathematical modeling. The results showed that preservice teachers who underwent the problem-posing intervention collectively exhibited improved creative thinking skills in mathematics and a greater appreciation for creativity-directed practices in mathematics education. This research provides valuable insights for mathematics teacher educators, highlighting effective strategies for integrating problem posing into mathematics education method courses to develop preservice teachers’ creative thinking abilities and their perception of creativity-directed practices in mathematics classrooms.

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Problem Posing as a Means for Developing Preservice Teachers’ Mathematical Creativity

  • 章节

  • 发表日期：

    2026年

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  • Ali Bicer,
  • Miriam Sanders,
  • Micayla Gooden,
  • Mahati Kopparla,
  • Yujin Lee,
  • Julia E. Calabrese

摘要

This study investigates how training elementary and middle school preservice teachers to teach mathematics for creativity through problem-posing activities affects their creative thinking abilities in mathematics and their perceptions toward creativity-directed instructional practices. Using a pre-post paired-sample t-test, the study revealed that problem posing, when implemented effectively, has the potential to enhance preservice teachers’ creative thinking in mathematics and their perceptions of creativity-directed practices in mathematics education. The intervention involved training preservice teachers collectively to convert routine mathematical tasks into creativity-directed practices. The intervention emphasizes that problem posing should not be viewed as an isolated practice but integrated with other instructional methods such as using manipulatives, technology, collaborative mathematics instruction, and mathematical modeling. The results showed that preservice teachers who underwent the problem-posing intervention collectively exhibited improved creative thinking skills in mathematics and a greater appreciation for creativity-directed practices in mathematics education. This research provides valuable insights for mathematics teacher educators, highlighting effective strategies for integrating problem posing into mathematics education method courses to develop preservice teachers’ creative thinking abilities and their perception of creativity-directed practices in mathematics classrooms.