As believers in the power of blending the creative with the quantitative, we design our courses with an eye towards developing creative problem solvers. However, when it comes time to evaluate our course’s success in developing creative problem solvers we come away with a plethora of qualitative evidence and yet we are left hungry for the quantitative evidence we desire as mathematicians. In this article we describe the development of the Mathematical Problem Solving Creativity Rubric and its pilot use in a freshman-level Mathematical Modeling and Introduction to Calculus course at the United States Military Academy. We not only come away with the necessary quantitative evidence to satiate our hunger for now, but with a rubric that will allow us to do so in future semesters and courses. Journal of Humanistic Mathematics Volume 10 Number 2 (July 2020) 158 The Mathematical Problem Solving Creativity Rubric

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您的课程有效地促进了创造力吗？介绍解决创造力问题的数学问题

作为相信将创意与定量融合的力量的信奉者，我们在设计课程时着眼于开发创意问题解决者。但是，当需要评估我们的课程在开发创造性的问题解决者方面的成功时，我们得到了大量的定性证据，但我们却渴望获得作为数学家所需的定量证据。在本文中，我们描述了解决创造性难题的数学问题的发展及其在美国军事学院新生水平的数学建模和微积分入门课程中的试点应用。我们不仅提供了必要的定量证据来满足目前的饥饿需求，而且还提供了可以使我们在未来的学期和课程中做到的量化指标。