Key points are not available for this paper at this time.
This study aims to investigate the impact of the Creative Problem-Solving (CPS)model on students' creative thinking skills in mathematics education. Recent studies have shown that despite the emphasis on creativity and higher-order thinking skills in mathematics curricula, many students still struggle to generate original ideas and flexible solution strategies, highlighting the need for instructional approaches that effectively support creative thinking. The research method employed is a case study, a type of qualitative research design. The collected data were analyzed through descriptive and content analysis. The study group consisted of five graduate students enrolled in the course "Creativity and Creative Problem Solving in Mathematics Teaching" at a state university located in the Black Sea Region during the 2024-2025 academic year. Two creative problem tasks-Ideas in a Box Handout and Trick or Treat-were used as data collection tools. In addition, to determine the effect of the CPS-based mathematics course on creative thinking, Torrance Tests of Creative Thinking (Verbal Forms A and B) were administered. The data were analyzed using content and descriptive analysis techniques. The results indicated that the creative thinking skills of students who participated in mathematics instruction based on the CPS model improved by the end of the process. The findings revealed that the CPS model made a positive contribution to students' creative thinking in mathematics education. It can be concluded that implementing the CPS model in mathematics teaching may enhance students' higher-order thinking skills.
Ersoy et al. (Wed,) studied this question.