Utilizing Mathematical Problem Posing as a Tool for Investigating the Mathematical Creativity of Secondary School Teachers

Reyhani, E.; Eslampoor, M. J.; Fath Bek, M.; Ajdadi, M.

doi:10.22061/tej.2026.12288.3282

Articles in Press

Document Type : Original Research Paper

Authors

¹ Department of Mathematics, Faculty of sciences, Shahid Rajaee Teacher Training University, Tehran, Iran

² Behbahan Department Of Education, Behbahan, Iran

10.22061/tej.2026.12288.3282

Abstract

Background and Objectives: Mathematics, as a fundamental tool for understanding and analyzing the world, plays a vital role in education. Mathematics teachers serve as key mediators between scientific concepts and learners, with a critical responsibility to foster students’ critical thinking, analytical skills, and problem-solving abilities. Recent research has shifted focus from merely solving standard problems to the ability to pose new, creative, and real-world-based problems. Problem-posing is not only a creative process but also a high-level cognitive activity involving meaning-making, structuring, and modeling. This study aimed to examine secondary school mathematics teachers’ abilities in problem-posing, with a focus on the components of mathematical creativity reflected in their posed problems.
Methods: The research employed a descriptive-survey method. The population included all pre-service mathematics teachers from the provinces of Tehran, Khuzestan, Hamedan, and North Khorasan, as well as in-service secondary mathematics teachers in Tehran. The sample consisted of 206 participants selected through cluster random sampling. To assess components of mathematical creativity in problem-posing, a researcher-made test was used. This test included five tasks based on Stoyanova’s problem-posing framework across structured, semi-structured, and open-ended contexts, with 50 minutes allocated for responding and problem-posing. The content validity of the test was confirmed by three professors of mathematics education and two professors of mathematics. The test’s reliability, calculated using Cronbach’s alpha, was 0.78, indicating satisfactory internal consistency. Data analysis was conducted using descriptive statistics, including frequencies and percentages.
Findings: The findings indicated that while most teachers demonstrated the general ability to pose problems in various educational contexts, their focus was primarily on reproducing conventional textbook-style problems. A significant portion of respondents were unable to generate innovative or real-life-based problems. A statistically significant difference was observed between in-service teachers and pre-service teachers, with the latter displaying greater creativity and diversity in problem-posing. Additionally, many teachers lacked a deep understanding of problem contexts and struggled to translate them into instructional tasks. Overall, the creativity components in the posed problems appeared underdeveloped; however, the nature of the task played a crucial role in eliciting mathematical creativity. Although teachers have foundational problem-posing abilities, they require specialized training to enhance this skill.
Conclusion: In conclusion, it can be said that although the Problem-posing ability is recognized as one of the key components of effective mathematics education, our educational system has not yet been able to provide a suitable platform for the development of this skill in teachers. In fact, teachers have the general ability to pose problems in various fields, but they need specialized training in this field, so it is suggested that special workshops and training courses be designed and implemented to teach teachers how to pose problems. Moreover, emphasizing the use of real-world and contextualized problems can contribute to enhancing students’ motivation for learning. Among the limitations of this study are the lack of comprehensive geographical coverage across the country and the exclusive reliance on written instruments to assess problem-posing performance. Future research could investigate the impact of targeted instructional interventions on improving teachers’ problem-posing ability in the classroom.

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