Selim Guvercin2025-12-122025-12-122010Selim Guvercin/ Creative thinking is increased by means of problem posing instruction in mathematics education / Suleyman Demirel University/ СДУ хабаршысы, 15(3).https://repository.sdu.edu.kz/handle/123456789/2311This study investigates the impact of problem posing instruction on the development of mathematical creativity among prospective mathematics teachers. Mathematical creativity is considered a key component of mathematical ability and is often characterized by fluency, flexibility, and originality. Problem posing, which involves generating, reformulating, and generalizing problems, provides a rich environment for enhancing these creative capacities. The study involved 15 randomly selected fourth-year mathematics education students from Suleyman Demirel University. Participants engaged in structured problem posing activities using the Brown and Walter (1983) instructional approach, including open-ended and “What-if-not?” style problems. Pretest and posttest results indicate a significant increase in both the number of questions generated (fluency and flexibility) and the originality of questions, confirming that problem posing instruction effectively promotes creative thinking in mathematics. These findings suggest that integrating problem posing into mathematics education can enhance both teachers’ and students’ creative and cognitive abilities.enAttribution-NonCommercial-ShareAlike 4.0 InternationalMathematical creativityproblem solvingmathematics educationprospective teacherscognitive developmentinstructional methods.Article