Development of Critical thinking through the Creation of Mathematical Problems

Through creative thinking, it is possible to acquire new attitudes and a view of the world, not only of mathematics but from several sides (Kamp, 2016). Creativity in mathematics can be defined as a process based on sensitivity to problems, deficiencies, gaps in knowledge and sensitivity to identifying missing elements, revealing difficulties in finding solutions, making estimates, formulating hypotheses, and verifying them and then forming a conclusion (Mann, 2006). The concept of critical thinking is closely related to creativity. Its essence, not only in mathematics, lies in the way of formulating and asking questions. Broader assigned tasks or complex problems lead students to new data and knowledge, which naturally creates the ability to think critically. The paper focuses on problem posing and the development of critical thinking through the creation of tasks based on Bloom's taxonomy and criterial testing requirements. Part of the paper will also be a description of the process of creating math problems, their evaluation, compiling a test based on various criteria, diagnosing students based on the results and proposing further work with students.