Abstract
Problem posing has become a central pedagogical and cognitive process in mathematics education, enhancing students’ conceptual understanding, metacognitive regulation, and creativity. Despite its growing prominence, the literature remains fragmented and lacks integrative syntheses. This study analyzes 440 peer-reviewed articles published between 1984 and 2025 and indexed in the Web of Science, using the preferred reporting items for systematic reviews and meta-analyses-guided bibliometric and thematic analysis supported by VOSviewer and Bibliometrix. The analysis examines publication trends, keyword co-occurrences, thematic clusters, and patterns of international collaboration. The results show a sharp increase in problem posing research since 2010, with dominant themes related to teacher education, cognitive processes, instructional design, and mediated learning environments. Emerging lines of inquiry include technology-supported problem posing, gamified contexts, and creativity-oriented approaches, which appear alongside established pedagogical and theoretical frameworks. Grounded in constructivist, metacognitive, creative, and sociocultural perspectives, the study maps the intellectual structure of the field and outlines strategic directions for future research, curriculum development, and teacher education. The findings indicate that problem posing functions as a multidimensional and interdisciplinary approach to supporting mathematical thinking across diverse learning contexts.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 6, June 2026, Article No: em2839
https://doi.org/10.29333/ejmste/18590
Publication date: 23 May 2026
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