An Exploratory Study of Relationships between Students’ Creativity and Mathematical Problem-Posing Abilities

By Xianwei Yuan, Bharath Sriraman. 2011

117 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dc64eeedaddfacbf690123b6d46c48bf69c57e58

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Xianwei Y. Van Harpen
2. Bharath Sriraman
3. R. Leikin
4. H. Wessels

In Social Psychology

1. Xianwei Y. Van Harpen
2. Jinfa Cai
3. Bharath Sriraman

Citations in the corpus

• Mathematical problem posing as a measure of curricular effect on students' learning (2013, background): “Researchers have suggested that studentposed problems foster student creativity (Silver, 1997; Yuan & Sriraman, 2011) and are more likely to connect mathematics to students’ own interests, something that is often not the case with traditional textbook problems.”
• Problem-posing research in mathematics education: new questions and directions (2013, unknown): “Less frequently, they have been used to characterize creativity in problem posing (e.g., Yuan & Sriraman, 2010).”
• Creativity and mathematical problem posing: an analysis of high school students' mathematical problem posing in China and the USA (2013, methodology): “See Yuan and Presmeg (2010) and Yuan and Sriraman (2011) for more details on the originality of the posed problems.”
• Assessing Students' Mathematical Problem-Solving and Problem-Posing Skills (2013, unknown): “To date, many scholars have used several different frameworks to assess student’s understanding on problem-posing tasks (Chen, Dooren, Chen, & Verschaffel, 2010; Kulm, 1994; Leung & Silver, 1997; Silver & Cai, 2005; Yuan & Sriraman, 2011).”