Activities Enhancing Gifted Children's Creativity and Reasoning

In the paper we present a preliminary analysis of mathematically gifted students’ problem posing strategies. 21 pupils, members of the Mexican extended Olympic team, completed a free context problem posing task in the domain of numerical sequences. The task consisted of proposing three sequence problems such to have an easy, one of average difficulty and a difficult problem. After completing the task, the students answered a questionnaire about the process they followed. Here we synthesize their answers along several dimensions of the problem posing process and show how these results fit into a dual-process view of creativity.