Rochelle R. Ylaran^1,, Rosie G. Tan¹

This systematic mapping review characterizes empirical research on problem-posing in classroom settings published from January 2020 through December 2025. Twenty-one studies met the documented eligibility criteria after an initial database yield of 305 records. Based on the study-classification table, 14 studies (66.7%) were conducted in secondary education, 3 (14.3%) in primary education, and 4 (19.0%) in higher education. Mathematics was the most frequently represented subject area (14 of 21 studies, 66.7%). The mapped literature included technology-enhanced, metacognitive or self-regulated, inquiry-based, structured, and contextually grounded problem-posing approaches. Reported outcomes included problem-posing performance, mathematical creativity, problem solving, engagement, conceptual understanding, and related learning outcomes. Because the included evidence was heterogeneous in design, duration, sample, and measurement, the synthesis treats outcomes as study-level reported findings rather than evidence of universal or causal effectiveness. Recurring implementation challenges involved digital-tool integration, motivation and procedural focus, conceptual and language demands, creativity and metacognitive demands, and reliance on familiar or textbook-like problem structures. Two of the 21 included studies were conducted in the Philippines, indicating limited Philippine evidence within the defined search and eligibility parameters. The review provides a structured map of contexts, approaches, outcomes, and implementation challenges and identifies priorities for more rigorous, transparent, and context-sensitive empirical research.

Problem Posing Strategies, Instructional Design, Learner Involvement