Abstract
Many studies have shown that mathematical modelling, creativity, and problem-posing activities are deeply related. However, there is a lack of research that poses mathematical modelling problems. Additionally,only few studies have conducted statistical analyses of the relationship between creativity in problem-posing and creativity in psychology. The purpose of this research is to conduct a survey to quantitatively evaluate creativity, and to propose a more effective modelling cycle based on the survey results. This study focuses on fluency a creativity factor that is measured by the number of problems posed by students. The survey results showed a moderate positive correlation between fluency in posing mathematical modelling problems and creativity in psychology (r = 0.44, p <0.01). Based on the results, an extended modelling cycle is proposed and discussed.
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