Students' critical thinking skills, attitudes, confidence, and understanding of mathematical concepts can be improved through problem-posing activities. However, teachers' and students' skills in problem-posing are still at a moderate level. This study aims to review the concept of problem posing and explore empirical research results on mathematical problem posing. The criteria for selecting empirical studies are publications between 2015 and 2020, the main focus of studies on mathematical problem posing, conducted in educational institutions, and sample empirical studies among students and teachers. Twenty articles were selected through a systematic search of the "ERIC" database. The findings show differences in mathematical problem posing, creating a new problem statement, producing new questions, formulate meaningful mathematical problems posing new mathematical questions, a distinctive problem-solving process, mathematical imagination, and creative thinking between multiple answers. The research results show that eight research on problem posing was done on primary school students, where the remaining were on secondary school students. A total of 12 articles on problem posing were studied on teachers, were 8 of them were preservice teachers, and another three are on qualified teachers, and one was on both. The results of school students showed a mostly positive impact on students' achievements, creative thinking, critical thinking, and learning motivation in their respective domains. For teachers, out of the eight researches done, five articles imposed a negative result. Teachers had conceptual difficulties in problem posing. The problems they posed were the inappropriate, error, or failure to establish a part-whole relationship, and some posed problems that required an irrelevant strategy. Implications of the study are discussed.
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In-Text Citation: (Kaur & Rosli, 2021)
To Cite this Article: Kaur, A., & Rosli, R. (2021). Problem Posing in Mathematics Education Research: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 10(1), 438-456.
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