A Study of Problem Posing as a Means to Help Mathematics Teachers Foster Creativity.

Teaching to develop creativity often requires a shift in instructional tasks. In this paper, we first summarize the body of research related to instructors facilitat- ing and recognizing mathematical creativity. We then provide details as to how one graduate course, designed to help mathematics educators develop a sense of school mathematics from an advanced standpoint, provided opportunities for students to: recognize the difference between problems and exercises, pose prob- lems, reect on the quality of the tasks they created and review tasks created by others. This series of activities were designed to help the graduate students rec- ognize and appreciate mathematical creativity. We then review the instructional activities in light of the five overarching principles to maximize creativity in K-12 mathematics classrooms suggested by Sriraman [36] and discuss how these might relate to the post-secondary and graduate education of mathematics educators. [ABSTRACT FROM AUTHOR]