The aim of this research was to foster the skills of problem posing and mathematical creativity of the gifted student having difficulties with posing problems. The participants consisted of six 7th grade students. With this purpose, a 30-h action plan consisting of 18 problem posing activities based on the model of Stoyanova (1997) was prepared. The Problem Posing Test was used as the pre-test and post-test to measure the skills of problem posing and mathematical creativity. At the first step of data analysis, posed problems was analyzed by the Problem Posing Assessment Rubric in order to calculate the pre-test and post-test problem posing scores. Then the problems were analyzed based on two components of creativity, fluency and flexibility, and the composite creativity scores were calculated. The findings showed that the gifted students had significantly higher post-test scores on both measures. Therefore, it can be said that the action plan improved the problem posing and mathematical creativity skills of the gifted students.

这项研究的目的是培养有问题的技巧和天赋问题的天才学生的数学创造力。参加者包括6名7年级学生。为此目的，根据Stoyanova（1997）的模型，制定了一个由18个问题提出活动组成的30小时行动计划。问题摆姿势测试被用作前测和后测，以测量问题提出和数学创造力的技能。在数据分析的第一步，通过“问题构成评估规则”对提出的问题进行分析，以便计算出测试前和测试后的问题构成分数。然后根据创造力的两个要素（流畅性和灵活性）分析问题，并计算综合创造力得分。调查结果表明，有天赋的学生在这两个方面的测验分数都明显更高。因此，可以说该行动计划提高了天才学生的问题摆姿势和数学创造能力。