Problem-posing instruction in pre-service training shows

The gap

Evidence profile

Stated in the recommendations and synthesized sections of the source papers, classified as general, drawn from work published between 2015 and 2026, spanning 3 journals.

Supporting evidence — 3 representative gaps

• Problem Solving and Posing Processes of Middle School Students with Hearing Loss in Inclusive Education (2026) · Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi · doi

  Based on the results of this study, the following recommendations are proposed: 1. To support the development of problem-solving and problem-posing skills among hearing loss students, it is recommended to integrate a greater number of problem-posing activities into instructional processes. 2. It is suggested that fill-in-the-blank and semi-structured problem-posing tasks, which have been observed to enhance students’ motivation and yield higher levels of success, be incorporated into classroom practices more frequently. 3. Considering that students experienced particular difficulties in expressing ideas related to division while posing problems, it is recommended to develop instructional activities that will emphasise the conceptual differences between multiplication and division. 4. Given the relationship between students’ language skills and their problem-solving abilities, it is recommended to implement reading comprehension-based practices aimed at improving mathematical literacy. 5. Additionally, to enable students to employ more diverse strategies during problem–solving, it is recommended that explicit instruction on a variety of problem-solving strategies be included in the curriculum. 6. For future research, it is suggested to make comparisons using tasks that involve solving and posing reallife problems rather than standard word problems, and to include classroom observations to provide a more comprehensive analysis of students’ behaviours.

  generalstated in recommendationsevidence 5/5
  Keywords: problem students solving posing recommended problems based skills activities instructional processes tasks classroom practices division
• Enhancing Statistical Literacy in Data Representation: The Impact of Problem-Posing Intervention* (2026) · Bartın University Journal of Faculty of Education · doi

  Based on the findings of this study, several practical and research-oriented recommendations can be made. First, the integration of problem-posing activities into middle school statistics instruction appears to enhance students’ ability to represent and interpret data more critically. Therefore, teachers and curriculum developers may consider incorporating structured problem-posing opportunities into regular classroom practice, especially within topics related to data representation and analysis. These activities do not need to replace existing methods but can complement them to promote student engagement and deeper learning. Given the observed improvements in students’ graphical literacy and proportional reasoning, teacher training programs may also include modules that introduce educators to the pedagogical design and implementation of problem-posing tasks. Such training may help teachers facilitate student-centered discussions and guide students in constructing, critiquing, and revising data representations. For future research, this study highlights the value of combining quantitative outcomes with qualitative insights. Researchers could extend this work by exploring the long-term effects of problem-posing activities on different components of statistical literacy, such as data interpretation or informal inference. Comparative studies across different grade levels or educational settings may also help determine the generalizability of the current findings. Finally, further investigation into students’ cognitive and metacognitive processes during problem construction and graph interpretation could offer richer explanations for the effectiveness of this instructional approach.

  generalstated in recommendationsevidence 5/5
  Keywords: problem posing students activities literacy teachers representation student training help different statistical interpretation based several
• Problem posing as a didactic resource in formal mathematics courses to train future secondary school mathematics teachers (2015) · Journal of Technology and Science Education · doi

  While problem-posing instruction in pre-service training shows positive impacts on understanding formal mathematics, no study systematically compares different pedagogical approaches to teaching problem-posing itself—such as explicit strategy instruction versus discovery-based methods—to determine which most effectively develops pre-service teachers' problem-posing competencies.

  generalstated in synthesizedevidence 5/5
  Keywords: problem-posing instruction pre-service training shows positive impacts understanding

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