Abstract
This article aims to analyze the possibilities of problem posing activities by students when images are provided as a trigger element. To do so, in the theoretical discussion related to problem posing, we present understandings assumed by us and in the literature related to the theme, and different possibilities of didactic activities, especially in association with Problem Solving. Qualitative research is portrayed, regarding Problem Posing, implemented by teachers who teach Mathematics, participants of a continuing education course, and developed with masters and doctoral students in a postgraduate course. The results indicate the potential of this type of activity for the development of creativity, mathematical learning, and also as a tool to evaluate the understanding of students, especially when associated with problem solving.
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