Mathematical Problem-Posing Research: Revisiting Some Answered and Unanswered Questions

Authors

DOI:

https://doi.org/10.35763/aiem28.8124

Keywords:

Problem posing, Mathematics, Cognitive processes, Student learning, Curriculum

Abstract

In 2015, Cai et al. reviewed the state of knowledge in problem-posing research. The purpose of the current review is to explore what we have learned as a field over the last 10 years by focusing on three questions from Cai et al.’s (2015) review: Can students and teachers be effectively trained to pose high-quality problems? What do we know about the cognitive processes of problem posing? How are problem-posing activities included in mathematics curricula? Specifically, we review what we know currently with respect to the three questions, including the progress made so far and additional findings on mathematical problem-posing research. We conclude this review by offering additional questions and suggestions for future research.

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References

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Published

2025-10-30

How to Cite

Ӧlmez İbrahim B., Han, J., Hwang, S., & Cai, J. (2025). Mathematical Problem-Posing Research: Revisiting Some Answered and Unanswered Questions. Advances of Research in Mathematics Education, (28), 11–30. https://doi.org/10.35763/aiem28.8124

Issue

No. 28 (2025): The Importance of Problem Formulation in the Development of Mathematical Knowledge

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Artículos

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Copyright (c) 2025 İbrahim Burak Ӧlmez, Jaepil Han, Stephen Hwang, Jinfa Cai

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