ABSTRACT Creativity is often characterised by three components: fluency, flexibility, and originality. Specifically, in the mathematics classroom, in order to promote these aspects of creativity, educators recommend engaging students with multiple-solution tasks and open-ended tasks. In the past, various methods were used to measure fluency, flexibility and originality. This study raises questions and dilemmas regarding these methods and measures, and illustrates the complexity of these issues with data collected from fifth-grade students engaging with three such tasks. Some of the questions raised are related to differences between multiple-solution tasks and open-ended tasks, and between creative process and creative outcomes. In addition, the gap between the potential embedded within a task and its actual results is discussed.

中文翻译：

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评估任务激发数学创造力的潜力：定义和测量

摘要 创造力通常具有三个组成部分：流畅性、灵活性和原创性。具体而言，在数学课堂中，为了促进创造力的这些方面，教育工作者建议让学生参与多解决方案任务和开放式任务。过去，人们使用各种方法来衡量流畅性、灵活性和原创性。本研究提出了有关这些方法和措施的问题和困境，并通过从从事三项此类任务的五年级学生收集的数据说明了这些问题的复杂性。提出的一些问题与多解决方案任务和开放式任务之间的差异以及创造性过程和创造性结果之间的差异有关。此外，还讨论了嵌入在任务中的潜力与其实际结果之间的差距。