The purpose of this study was to reveal both the effects of problem-posing interventions on the mathematical creative ability of students and how students’ creative self-efficacy in mathematics was related to their mathematical creative ability. Elementary school students (n = 205) were randomly assigned to one of two groups: problem-posing or control. Results showed the mathematical creativity for the problem-posing group increased (p < 0.05) more than for students in the control group (d = 0.77). Results from the Confirmatory Factor Analysis showed that mathematical creativity was a higher order factor that included mathematical creative ability and mathematical creative self-efficacy as first-order factors. Among the implications for this is that integrating problem-posing activities into elementary school mathematics instruction can foster mathematical creativity.

中文翻译：

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考虑数学创造性自我效能感，以问题作为数学创造性的衡量标准

本研究的目的是揭示问题提出干预对学生数学创新能力的影响，以及学生的数学创新自我效能感如何与他们的数学创新能力相关。小学生（n = 205）被随机分配到两组中的一组：提出问题或控制。结果表明，提出问题组的数学创造力比对照组的学生增加（p < 0.05）更多（d = 0.77）。验证性因素分析结果表明，数学创造力是一个高阶因素，其中数学创新能力和数学创新自我效能感为一阶因素。