Maria Princess M. Ardines¹, Rosie G. Tan^2,

Mathematical problem posing (PP) is increasingly recognized as a powerful yet underutilized pedagogical approach in mathematics education. This systematic literature mapping synthesizes findings from 60 empirical studies published between 2010 and 2025 to examine how PP is integrated into teacher education and teacher development programs (TDPs) across global contexts. The review explores implementation models, theoretical frameworks, instructional strategies, and reported impacts on teacher learning. Results show that PP is widely embedded in both pre-service and in-service programs, particularly through university-based coursework, workshops, collaborative design, and technology-supported interventions. Most programs are grounded in constructivist, sociocultural, inquiry-based, and Realistic Mathematics Education (RME) frameworks, with increasing attention to creativity and reflective teaching. Positive outcomes include gains in teachers’ mathematical content knowledge, pedagogical planning, metacognitive reflection, creativity, and instructional confidence. However, significant challenges remain, including difficulties in generating non-routine problems, inconsistency between teacher beliefs and classroom practices, limited contextual adaptation, and methodological gaps such as short-term interventions, small samples, and minimal use of validated tools. The review concludes by calling for more longitudinal, culturally responsive, and scaffolded TDP models, alongside policy-level efforts to institutionalize problem posing within national teacher education frameworks.

mathematical problem posing, teacher professional development, pre-service and in-service teachers, pedagogical practices