Teaching to develop creativity often requires a shift in instructional tasks. In this paper, we first summarize the body of research related to instructors facilitating 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 problems, reflect 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 recognize 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.

中文翻译：

---

问题摆姿势作为帮助数学教师提高创造力的手段的研究

为培养创造力而进行的教学通常需要转移教学任务。在本文中，我们首先总结了与教师促进和认可数学创造力有关的研究内容。然后，我们提供有关如何设计研究生课程的详细信息，该课程旨在帮助数学教育者从高级角度发展学校数学意识，并为学生提供以下机会：认识问题与习题之间的差异，提出问题，反思问题的质量。他们创建的任务，并查看其他人创建的任务。该系列活动旨在帮助研究生认识和欣赏数学创造力。