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

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Learning in Preservice Teacher Education (Table 5)

Abstract

This study investigates the impact of problem-posing interventions on pre-service teachers' creative thinking abilities in mathematics. The results showed that pre-service teachers who underwent the problem-posing intervention exhibited improved creative thinking skills in mathematics and a greater appreciation for creativity-directed practices in mathematics education. This research provides insights for mathematics teacher educators, highlighting effective strategies for integrating problem-posing into mathematics method courses to develop pre-service teachers' creative thinking abilities and their perception of creativity-directed practices in mathematics classrooms.

Authors

• Ali Bicer, Texas A&M University

• Micayla Gooden, Texas A&M University

• Miriam M. Sanders, University of Wyoming

• Tugce Aldemir, Texas A&M University

• Mahati Kopparla, University of Pittsburgh

• Yujin Lee, Kangwon National University

• Julia E. Calabrese, University of Utah