Problem Posing: understandings

Abstract

The problem posing has gained prominence in curriculum documents and current research, in which many questions are still open, and are not manifested clearly and coherently in school practices. This article aims to identify and establish understandings for the terms formulation, elaboration, creation, and problem posing to support the context of Brazilian research and practice in the field of Mathematics Education. To this end, a literature review is presented, resuming historical aspects and constituting a theoretical reference about the implications on the context of mathematics learning and students' comprehensive education. Then, based on the results obtained from a systematic study review and moving forward in the constitution of a theoretical body knowledge, we present the meanings attributed to these expressions in several Brazilian and international studies and then present the definitions we assume: we understand that problem creation involves the processes of problem formulation and elaboration and it is inserted in the problem posing which advances to present the created problem to a potential solver. The relevance of these definitions covers both contexts of educational practices that contemplate the association with problem solving and research in Mathematics Education, with conditions and reflections on the collection and analysis of data, in order to deepen the understanding of specific aspects related to problem posing to be considered in future studies.