Research Status of Mathematical Problem Posing in Mathematics Education Journals

Abstract

This study analyzed the research status of mathematical problem posing in thirteen major mathematics education journals from each journal’s earliest publication year the study could access to the year of 2018 or 2019, among which 49 years long was the longest and 14 years long was the shortest. After a systematic and comprehensive review of all the journal publications, a total of 62 articles on mathematical problem posing were analyzed in the study. It was found that empirical research constituted the majority of the studies; teachers were the largest research sample group; the research issue of teaching and teacher education was devoted to most frequently; most of the research issues preferred the qualitative research type, posing questions for a problem situation was the most popular type of problem posing task of empirical research articles; and each research sample group was presented each type of problem posing tasks in different frequencies. Implications for research were derived from the results of research types, research sample groups, research issues, and types of problem posing tasks. The current research status and future research perspectives of mathematical problem posing were accordingly proposed in the study.