Investigation of problem posing skills and creativity of gifted students through enriched problem posing activities

Purpose: In this research, it was aimed to determine the potential creativity and problem skills of gifted students through enriched problem posing activities and to examine their views on problem posing and creativity. Method: In the research, the case study pattern, which is one of the qualitative research methods, was preferred. The study group of the research consisted of a total of six Bilim ve Sanat Merkezi (Science and Art Center) students who were in the sixth grade in Bursa. Interview forms and enriched problem posing activities with four different contents (restaurant, market, circle graphic and real life object) were used as data collection tools. The activities were carried out individually with each student without any time limit. Interview forms were given to the students before and after the activities. The data obtained from the research were analyzed by content analysis. The students' problem posing skills and potential creativity were analyzed according to predetermined evaluation criteria; and the results obtained are presented with appropriate content from the student opinions and the problems posed. Results: When the students' opinions about problem posing and creativity before the study were examined; it was seen that they were able to define the problem, they thought that problem posing required creativity, and they took part in a limited number of problem posing activities. When the problems established by the students were evaluated, it was found that the problems were generally deficient in terms of language and expression. On the contrary, it has been found that almost all of the established problems have a problem situation; are created mathematically, in accordance with the desired situation and real life. When the problems were examined, it was determined that the potential creativity levels of the students were mostly at medium level. In each problem posing activity, only one student showed a high level of potential creativity. When the students were asked about their thoughts after the application; it was seen that they enjoyed the problem posing activities, they liked the situations in which the data was more in the activity, they found themselves more creative, and they had difficulty in the activities with less data. Conclusion and Suggestions: Despite the limited experience of the students in problem posing activities in mathematics lesson, after the research, it was concluded that the students were generally successful in problem posing activities and liked the activities. When the established problems were examined, it was concluded that the students could pose problems albeit inadequate in terms of language and expression, had a problem situation, and were mathematical, suitable for real life and purpose. When the potential creativity of the students was evaluated using the problems they posed, it was seen that the students in the study group mostly had medium level of creativity. Based on the results of the research, it is suggested that enriched problem posing activities should be included in secondary schools and BİLSEMs. It is recommended to conduct research on identifying and developing the potential creativity of students through these activities. In some of the problems established in this research, it was seen that there were problem texts reflecting the inner worlds of the students. Based on this result, it can be suggested to plan studies that will investigate the usability of the problems established in the guidance and counseling services of the students. Based on the detection of language and expression errors in many of the problems posed by the students, it is recommended to conduct a joint studies in Turkish and Mathematics lessons and to investigate the association and improvement in question.