SavedAdd your journal

Journals / Eurasian Journal of Teacher Education / 2026 / Volume: 7 Issue: 1

The Journey to the Center of Problem-Solving and Problem-Posing: A Bibliometric Analysis (1980–2020)

Problem Çözme ve Problem Kurmanın Merkezine Yolculuk: Bibliyometrik Bir Analiz (1980–2020)

Pınar Güner(ISTANBUL UNIVERSITY-CERRAHPASA)0000-0003-1165-0925
Semirhan Gökçe(NIGDE OMER HALISDEMIR UNIVERSITY)0000-0002-4752-5598
Pages
—
Publication Date
2026-04-09
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It would also prompt researchers, teachers, and policymakers to take necessary actions in mathematics education.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to investigate the trends of research in problem-solving and problem-posing from 1980 to 2020 through bibliometric analysis.
📊
Key Findings & Data:The bibliometric maps and clusters were created with the analysis of 749 articles by VOSviewer.
💡
Conclusion & Impact:It would also prompt researchers, teachers, and policymakers to take necessary actions in mathematics education.
🔬Design:Systematic Reviews and Meta Analysis
📍Scope:2020 Verileri
⚙️Variables:bibliometric analysis · mathematics · problem-solving

Abstract

The purpose of this study was to investigate the trends of research in problem-solving and problem-posing from 1980 to 2020 through bibliometric analysis. All articles in the Web of Science database including mathematical problem-solving or problem-posing were under the focus of the study. The bibliometric maps and clusters were created with the analysis of 749 articles by VOSviewer. The bibliometric analysis of the relevant articles on problem-solving and problem-posing revealed three clusters. These clusters were identified as (i) developing capacity, (ii) enriching instruction, and (iii) linking concepts. This synthesis provides evidence to demonstrate changes and exemplify practices in problem-solving and problem-posing studies. It further aims to explain their relationships with each other and other related concepts and to elaborate on the complicated nature of these skills. The current study on the trends of problem-solving and problem-posing research would reveal non-intensive areas in the relevant literature for further investigation and guide future studies. It would also prompt researchers, teachers, and policymakers to take necessary actions in mathematics education.

Özet

Bu çalışmanın amacı, 1980’den 2020’ye kadar problem çözme ve problem kurma konularındaki araştırma eğilimlerini bibliyometrik analiz yoluyla incelemektir. Çalışmanın odağında, Web of Science veri tabanında yer alan ve matematiksel problem çözme ya da problem kurma ile ilgili tüm makaleler bulunmaktadır. VOSviewer programı kullanılarak 749 makalenin analizi sonucunda bibliyometrik haritalar ve kümeler oluşturulmuştur. Yapılan analiz doğrultusunda üç küme ortaya çıkmıştır: (i) kapasite geliştirme, (ii) öğretimi zenginleştirme ve (iii) kavramları ilişkilendirme. Bu sentez, problem çözme ve problem kurma çalışmalarındaki değişimleri ortaya koymakta ve uygulamalara örnekler sunmaktadır. Ayrıca, bu iki becerinin birbirleriyle ve diğer ilgili kavramlarla ilişkilerini açıklamayı ve bu becerilerin karmaşık doğasını detaylandırmayı amaçlamaktadır. Problem çözme ve problem kurma araştırmalarındaki eğilimlere yönelik bu çalışma, ilgili literatürde daha az incelenmiş alanları ortaya çıkararak gelecekteki araştırmalara rehberlik edecek ve araştırmacıları, öğretmenleri ve politika yapıcıları matematik eğitimi alanında gerekli adımları atmaya teşvik edecektir.

🔖

Cite This Article

Güner, P., Gökçe, S. (2026). The Journey to the Center of Problem-Solving and Problem-Posing: A Bibliometric Analysis (1980–2020). Eurasian Journal of Teacher Education, Volume: 7 Issue: 1. https://doi.org/10.69918/ejte.1799759

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (181)

  1. Abdullah, A. H., Fadil, S. S., Tahir, L. M., Abd Rahman, S. N. S., & Hamzah, M. H. (2019). Emerging patterns and problems of higher-order thinking skills (HOTS) mathematical problem-solving in the Form-three assessment (PT3). South African Journal of Education, 39(2), 1-18. https://doi.org/10.15700/saje.v39n2a1552
  2. Adesina, A., Stone, R., Batmaz, F., & Jones, I. (2014). Touch Arithmetic: A process-based Computer-Aided Assessment approach for capture of problem solving steps in the context of elementary mathematics. Computers & Education, 78, 333-343. https://doi.org/10.1016/j.compedu.2014.06.015
  3. Ash, I. K., & Wiley, J. (2008). Hindsight bias in insight and mathematical problem solving: Evidence of different reconstruction mechanisms for metacognitive versus situational judgments. Memory & Cognition, 36(4), 822-837. https://doi.org/10.3758/MC.36.4.822
  4. Artz, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9(2), 137-175. https://doi.org/10.1207/s1532690xci0902_3
  5. Australian Education Council. (1991). A national statement on mathematics for Australian schools. Curriculum Corporation.
  6. Baker, S., Gersten, R., & Lee, D. (2002). A synthesis of empirical research on teaching mathematics to low-achieving students. Elementary School Journal, 103(1), 51–73. https://doi.org/10.1086/499715
  7. Becker, J. P., Sawada, T., & Shimizu, Y. (1999). Some findings of the US-Japan cross-cultural research on students’ problem-solving behaviors. In E. L. G. Kaiser, & I. Huntley (Eds.), International Comparisons in Mathematics Education (pp. 121-139). Falmer Press.
  8. Beilock, S. L., & DeCaro, M. S. (2007). From poor performance to success under stress: Working memory, strategy selection, and mathematical problem solving under pressure. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(6), 983. https://doi.org/10.1037/0278-7393.33.6.983
  9. Bonotto, C. (2013). Artifacts as sources for problem-posing activities. Educational Studies in Mathematics, 83(1), 37-55. https://doi.org/10.1007/s10649-012-9441-7
  10. Boonen, A. J., de Koning, B. B., Jolles, J., & van der Schoot, M. (2016). Word problem solving in contemporary math education: A plea for reading comprehension skills training. Frontiers in Psychology, 17(7), 1-10. https://doi.org/10.3389/fpsyg.2016.00191
  11. Bottge, B. A. (1999). Effects of contextualized math instruction on problem solving of average and below-average achieving students. The Journal of Special Education, 33(2), 81-92. https://doi.org/10.1177/002246699903300202
  12. Brown, S. I., & Walter, M. I. (1983). The art of problem posing. Lawrence Erlbaum Associates.
  13. Brown, S. I., & Walter, M. I. (2005). The art of problem posing (3rd ed.). Lawrance Erlbaum Associates. https://doi.org/10.4324/9781410611833
  14. Cai, J. (2003). Singaporean students' mathematical thinking in problem solving and problem posing: an exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719-737.
  15. Cai, J. (2010). Helping elementary school students become successful mathematical problem solvers. In D. V. LAmbdin & F. K. Lester (Eds.), Teaching and learning mathematics. Translating research for elementary classroom (pp. 9-14). NCTM.
  16. Cai, J., Chen, T., Li, X., Xu, R., Zhang, S., Hu, Y., Zhang, L, & Song, N. (2020). Exploring the impact of a problem-posing workshop on elementary school mathematics teachers’ conceptions on problem posing and lesson design. International Journal of Educational Research, 102, 101404. https://doi.org/10.1016/j.ijer.2019.02.004
  17. Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. The Journal of Mathematical Behavior, 21(4), 401-421. https://doi.org/10.1016/S0732-3123(02)00142-6
  18. Cai, J., & Hwang, S. (2020). Learning to teach through mathematical problem posing: Theoretical considerations, methodology, and directions for future research. International Journal of Educational Research, 102, 101391. https://doi.org/10.1016/j.ijer.2019.01.001
  19. Cai, J., Hwang, S., Jiang, C., & Silber, S. (2015). Problem posing research in mathematics: Some answered and unanswered questions. In F. M. Singer, N. Ellerton, & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 3–34). Springer. https://doi.org/10.1007/978-1-4614-6258-3_1
  20. Cai, J., & Leikin, R. (2020). Affect in mathematical problem posing: conceptualization, advances, and future directions for research. Educational Studies in Mathematics, 105(3), 287-301. https://doi.org/10.1007/s10649-020-10008-x
  21. Cai, J., & Merlino, F. J. (2011). Metaphors: A powerful means for assessing students' mathematical disposition. In D. J. Brahier & W. R. Speer (Eds.), Motivation and disposition: Pathways to learning mathematics (pp. 146-157). National Council of Teachers of Mathematics.
  22. Cai, J., Moyer, J. C., Wang, N., Hwang, S., Nie, B., & Garber, T. (2013). Mathematical problem posing as a measure of curricular effect on students’ learning. Educational Studies in Mathematics, 83(1), 57–69. https://doi.org/10.1007/s10649-012-9429-3
  23. Carlson, M. P., & Bloom, I. (2005). The cyclic nature of problem solving: An emergent multidimensional problem-solving framework. Educational Studies in Mathematics, 58,45-75. https://doi.org/10.1007/s10649-005-0808-x
  24. Carpenter, T. P., Franke, M. L., Jacobs, V. R., Fennema, E., & Empson, S. B. (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. Journal for Research in Mathematics Education, 29(1), 3-20. https://doi.org/10.2307/749715
  25. Cawley, J. F., Parmar, R. S., Foley, T., Salmon, S., & Roy, S. (2001). Arithmetic performance of students with mild disabilities and general education students on selected arithmetic tasks: Implications for standards and programming. Exceptional Children, 67, 311–328. https://doi.org/10.1177/001440290106700302
  26. Chang, E. C., D'Zurilla, T. J., & Sanna, L. J. (2004). Social problem solving: Theory, research, and training. American Psychological Association.
  27. Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786. https://doi.org/10.1016/j.compedu.2011.10.002
  28. Chen, T., & Cai, J. (2020). An elementary mathematics teacher learning to teach using problem posing: A case of the distributive property of multiplication over addition. International Journal of Educational Research, 102, 101420. https://doi.org/10.1016/j.ijer.2019.03.004
  29. Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D., & Sriraman, B. (2005). An empirical taxonomy of problem-posing processes. ZDM, 37(3), 149-158. https://doi.org/10.1007/s11858-005-0004-6
  30. Chytrý, V., Medová, J., Říčan, J., & Škoda, J. (2020). Relation between pupils’ mathematical self-efficacy and mathematical problem solving in the context of the teachers’ preferred pedagogies. Sustainability, 12(23), 10215. https://doi.org/10.3390/su122310215
  31. Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of a problem-centered second-grade mathematics project. Journal for Research in Mathematics Education, 22(1), 3-29. https://doi.org/10.2307/749551
  32. Cook, S. C., Collins, L. W., Morin, L. L., & Riccomini, P. J. (2020). Schema-based instruction for mathematical word problem solving: An evidence-based review for students with learning disabilities. Learning Disability Quarterly, 43(2), 75-87. https://doi.org/10.1177/0731948718823080
  33. Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational studies in Mathematics, 52(3), 243-270. https://doi.org/10.1023/A:1024364304664
  34. Crespo, S., & Harper, F. K. (2020). Learning to pose collaborative mathematics problems with secondary prospective teachers. International Journal of Education Research,102, 101430. https://doi.org/10.1016/j.ijer.2019.05.003
  35. Crespo, S., & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education, 11(5), 395-415. https://doi.org/10.1007/s10857-008-9081-0
  36. Custer, R. L., Valesey, B. G., & Burke, B. N. (2001). An assessment model for a design approach to technological problem solving. Journal of Technology Education, 12(2), 5-20. https://doi.org/10.21061/jte.v12i2.a.1
  37. Davenport, P. (1999). Conceptual gain and successful problem-solving in primary school mathematics. Educational Studies, 25(1), 55-78. https://doi.org/10.1080/03055699997963
  38. Desoete, A., & Roeyers, H. (2006). Metacognitive macroevaluations in mathematical problem solving. Learning and Instruction, 16(1), 12-25. https://doi.org/10.1016/j.learninstruc.2005.12.003
  39. Doğan-Temur, Ö. (2012). Analysis of prospective classroom teachers’ teaching of mathematical modeling and problem solving. Eurasia Journal of Mathematics, Science and Technology Education, 8(2), 83-93. https://doi.org/10.12973/eurasia.2012.822a
  40. Driscoll, M. (1981). Research within reach: Elementary school mathematics. National Council of Teachers of Mathematics.
  41. Driscoll, M. (1983). Research within reach: Secondary school mathematics. National Council of Teachers of Mathematics.
  42. Ebiendele, P. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3), 39-43. https://doi.org/10.5897/AJMCSR11.161
  43. Ellerton, N. F. (1986). Children’s made-up mathematics problems-a new perspective on talented mathematicians. Educational Studies in Mathematics, 17(3), 261–271. https://doi.org/10.1007/BF00305073
  44. Ellerton, N. F. (2013). Engaging pre-service middle-school teacher-education students in mathematical problem posing: development of an active learning framework. Educational Studies in Mathematics, 83(1), 87–101. https://doi.org/10.1007/s10649-012-9449-z
  45. English, L. D. (1998). Children’s problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83-106. https://doi.org/10.2307/749719
  46. Felmer, P., Kilpatrick, J., & Pehkonen, E. (Eds.). (2016). Posing and solving mathematical problems: Advances and new perspectives. Springer. https://doi.org/10.1007/978-3-319-28023-3
  47. Fong, H. K. (1994). Information Processing Taxonomy (IPT): An alternative technique for assessing mathematical problem-solving. Singapore Journal of Education, 14(1), 31-45. https://doi.org/10.1080/02188799408547723
  48. Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Craddock, C. F., & Hamlett, C. L. (2008). Dynamic assessment of algebraic learning in predicting third graders' development of mathematical problem solving. Journal of Educational Psychology, 100(4), 829-850. https://doi.org/10.1037/a0012657
  49. Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Hamlett, C. L., & Seethaler, P. M. (2011). Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning. Journal of Learning Disabilities, 44(4), 372-380. https://doi.org/10.1177/0022219411407867
  50. Fuchs, L. S., & Fuchs, D. (2002). Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities, 35(6), 563-573. https://doi.org/10.1177/00222194020350060701
  51. Fuchs, L. S., & Fuchs, D. (2005). Enhancing mathematical problem solving for students with disabilities. Journal of Special Education, 39, 45–57. https://doi.org/10.1177/00224669050390010501
  52. Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade students' mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306-315. https://doi.org/10.1037/0022-0663.95.2.306
  53. Fung, W. W., Swanson, H. L., & Orosco, M. J. (2014). Influence of reading and calculation on children at risk and not at risk for word problem solving: Is math motivation a mediator?. Learning and Individual Differences, 36, 84-91. https://doi.org/10.1016/j.lindif.2014.10.011
  54. Fyfe, E. R., & Brown, S. A. (2020). This is easy, you can do it! Feedback during mathematics problem solving is more beneficial when students expect to succeed. Instructional Science, 48(1), 23-44. https://doi.org/10.1007/s11251-019-09501-5
  55. Fyfe, E. R., & Rittle-Johnson, B. (2016). The benefits of computer-generated feedback for mathematics problem solving. Journal of Experimental Child Psychology, 147, 140-151. https://doi.org/10.1016/j.jecp.2016.03.009
  56. Fyfe, E. R., Rittle-Johnson, B., & DeCaro, M. S. (2012). The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters. Journal of Educational Psychology, 104(4), 1094. https://doi.org/10.1037/a0028389
  57. Gallagher, A. M., De Lisi, R., Holst, P. C., McGillicuddy-De Lisi, A. V., Morely, M., & Cahalan, C. (2000). Gender differences in advanced mathematical problem solving. Journal of Experimental Child Psychology, 75(3), 165-190. https://doi.org/10.1006/jecp.1999.2532
  58. Garofalo, J., & Lester, F. K. (1985). Metacognition, cognitive monitoring, and mathematical performance. Journal for Research in Mathematics Education, 16(3), 163-176. https://doi.org/10.2307/748391
  59. Gersten, R., Beckman, S., Clarke, B., Foegen, A., Marsh, L., Star, J., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary & middle school. U.S. Department of Education, Institute of Education Science, National Center of Educational Evaluation & Regional Assistance.
  60. Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242. https://doi.org/10.3102/0034654309334431
  61. Gravemeijer, K., Stephan, M., Julie, C., Lin, F., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(1), 105-123. https://doi.org/10.1007/s10763-017-9814-6
  62. Grežo, M., & Sarmány-Schuller, I. (2018). Do emotions matter? The relationship between math anxiety, trait anxiety, and problem solving ability. Studia Psychologica, 60(4), 226-244. https://doi.org/10.21909/sp.2018.04.764
  63. Han, S., & Kim, H. M. (2020). Components of mathematical problem-solving competence and mediation effects of instructional strategies for mathematical modeling. Education & Science, 45(202), 93-111. https://doi.org/10.15390/EB.2020.7386
  64. Hanich, L. B., Jordan, N. C., Kaplan, D., & Dick, J. (2001). Performance across different areas of mathematical cognition in children with learning disabilities. Journal of Educational Psychology, 93(3), 615-626. https://doi.org/10.1037/0022-0663.93.3.615
  65. Hembree, R., & Marsh, H. (1993). Problem solving in early childhood: Building foundations. In R. J. Jensen (Ed.), Research ideas for the classroom: Early childhood mathematics (pp. 151-170). National Council of Teachers of Mathematics.
  66. Hoffman, B. (2010). “I think I can, but I'm afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20(3), 276-283. https://doi.org/10.1016/j.lindif.2010.02.001
  67. Hohn, R. L., & Frey, B. (2002). Heuristic training and performance in elementary mathematical problem solving. The Journal of Educational Research, 95(6), 374-380. https://doi.org/10.1080/00220670209596612
  68. Hwang, W. Y., Chen, N. S., Dung, J. J., & Yang, Y. L. (2007). Multiple representation skills and creativity effects on mathematical problem solving using a multimedia whiteboard system. Journal of Educational Technology & Society, 10(2), 191-212.
  69. Hwang, J., & Riccomini, P. J. (2016). Enhancing mathematical problem solving for secondary students with or at risk of learning disabilities: A literature review. Learning Disabilities Research & Practice, 31(3), 169-181. https://doi.org/10.1111/ldrp.12105
  70. Iglesias-Sarmiento, V., Deaño, M., Alfonso, S., & Conde, Á. (2017). Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving. Research in Developmental Disabilities, 61, 44-54. https://doi.org/10.1016/j.ridd.2016.12.012
  71. Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379-393. https://doi.org/10.1016/j.learninstruc.2010.05.002
  72. Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7(2), 133-149. https://doi.org/10.1007/s11409-012-9088-x
  73. Jang, H. (2016). Identifying 21st Century STEM competencies using workplace data. Journal of Science Education and Technology, 25(2), 284-301. https://doi.org/10.1007/s10956-015-9593-1
  74. Jitendra, A., DiPipi, C. M., & Perron-Jones, N. (2002). An exploratory study of schema-based word-problem-solving instruction for middle school students with learning disabilities: An emphasis on conceptual and procedural understanding. The Journal of Special Education, 36(1), 22-38. https://doi.org/10.1177/00224669020360010301
  75. Jitendra, A. K., Griffin, C. C., Haria, P., Leh, J., Adams, A., & Kaduvettoor, A. (2007). A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving. Journal of Educational Psychology, 99(1), 115-127. https://doi.org/10.1037/0022-0663.99.1.115
  76. Jitendra, A. K., & Hoff, K. (1996). The effects of schema-based instruction on the mathematical word-problem- solving performance of students with learning disabilities. Journal of Learning Disabilities, 29(4), 422-431. https://doi.org/10.1177/002221949602900410
  77. Jitendra, A. K., Hoff, K., & Beck, M. M. (1999). Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special Education, 20(1), 50-64. https://doi.org/10.1177/074193259902000108
  78. Jitendra, A. K., Petersen-Brown, S., Lein, A. E., Zaslofsky, A. F., Kunkel, A. K., Jung, P. G., & Egan, A. M. (2015). Teaching mathematical word problem solving: The quality of evidence for strategy instruction priming the problem structure. Journal of Learning Disabilities, 48(1), 51-72. https://doi.org/10.1177/0022219413487408
  79. Jordan, N. C., & Hanich, L. B. (2000). Mathematical thinking in second grade children with different forms of LD. Journal of Learning Disabilities, 33(6), 567-578. https://doi.org/10.1177/002221940003300605
  80. Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Development, 74(3), 834-850. https://doi.org/10.1111/1467-8624.00571
  81. Jordan, N. C., & Montani, T. O. (1997). Cognitive arithmetic and problem solving: A comparison of children with specific and general mathematics difficulties. Journal of Learning Disabilities, 30(6), 624-634. https://doi.org/10.1177/002221949703000606
  82. Keşan, C., Kaya, D. & Güverci̇n, S. (2010). The effect of problem posing approach to the gifted student’s mathematical abilities. International Online Journal of Educational Science 2(3), 677-787.
  83. Kilpatrick, J. (1969). Problem solving and creative behavior in mathematics. In J. W. Wilson R. Carey (Eds.), Reviews of recent research in mathematics education. studies in mathematics series, Vol. 19 (pp. 153-187). School Mathematics.
  84. Kilpatrick, J. (1978). Variables and methodologies in research on problem solving. In L. Hatfield & D. A. Bradbard (Eds.), Mathematical problem solving: Papers from a research workshop (pp. 7-20). ERIC.
  85. Kim, M. K., & Cho, M. K. (2016). Pre-service elementary teachers’ motivation and ill-structured problem solving in Korea. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1569-1587. https://doi.org/10.12973/eurasia.2016.1246a
  86. Kim, Y. R., Park, M. S., Moore, T. J., & Varma, S. (2013). Multiple levels of metacognition and their elicitation through complex problem-solving tasks. The Journal of Mathematical Behavior, 32(3), 377-396. https://doi.org/10.1016/j.jmathb.2013.04.002
  87. Kim, M. K., Sharp, J. M., & Thompson, A. D. (1998). Effects of integrating problem solving, interactive multimedia, and constructivism in teacher education. Journal of Educational Computing Research, 19(1), 83-108. https://doi.org/10.2190/TL44-5LLG-WRFL-7GHK
  88. Klein, S., & Leikin, R. (2020). Opening mathematical problems for posing open mathematical tasks: what do teachers do and feel?. Educational Studies in Mathematics, 105(3), 349-365. https://doi.org/10.1007/s10649-020-09983-y
  89. Koichu, B. (2020). Problem posing in the context of teaching for advanced problem solving. International Journal of Educational Research, 102, 101428. https://doi.org/10.1016/j.ijer.2019.05.001
  90. Koichu, B., & Andžāns, A. (2009). Mathematical creativity and giftedness in out-of-school activities. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in Mathematics and the Education of Gifted Students (pp. 285–307). Brill Sense. https://doi.org/10.1163/9789087909352_019
  91. Kopparla, M., Bicer, A., Vela, K., Lee, Y., Bevan, D., Kwon, H., Caldwell, C., Capraro, M. M., & Capraro, R. M. (2019). The effects of problem-posing intervention types on elementary students’ problem-solving. Educational Studies, 45(6), 708-725. https://doi.org/10.1080/03055698.2018.1509785
  92. Kotsopoulos, D., & Cordy, M. (2009). Investigating imagination as a cognitive space for learning mathematics. Educational Studies in Mathematics, 70(3), 259-274. https://doi.org/10.1007/s10649-008-9154-0
  93. Kroesbergen, E. H., Van Luit, J. E. H., & Maas, C. J. M. (2004). Effectiveness of explicit and constructivist mathematics instruction for low-achieving students in the Netherlands. Elementary School Journal, 104(3), 233–251. https://doi.org/10.1086/499751
  94. Kroll, D. L., & Miller, T. (1993). Insights from research on mathematical problem solving the middle grades. In D. Owens (Ed.), Research ideas for the classroom: Middle grades mathematics (pp. 58-77). National Council of Teachers of Mathematics.
  95. Kwek, M. L. (2015). Using problem posing as a formative assessment tool. In F.M. Singer, N. Ellerton, & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 273–292). Springer. https://doi.org/10.1007/978-1-4614-6258-3_13
  96. Lai, C. P., Zhang, W., & Chang, Y. L. (2020). Differentiated instruction enhances sixth-grade students' mathematics self-efficacy, learning motives, and problem-solving skills. Social Behavior and Personality: An International Journal, 48(6), 1-13. https://doi.org/10.2224/sbp.9094
  97. Leikin, R. (2015). Problem posing for and through Investigations in a Dynamic Geometry Environment. In F. M. Singer, N. Ellerton, & J. Cai (Eds.), Problem posing: From research to effective practice (pp. 373–391). Springer. https://doi.org/10.1007/978-1-4614-6258-3_18
  98. Leikin, R., & Elgrably, H. (2020). Problem posing through investigations for the development and evaluation of proof-related skills and creativity skills of prospective high school mathematics teachers. International Journal of Educational Research, 102, 101424. https://doi.org/10.1016/j.ijer.2019.04.002
  99. Leonard, M. K., Steve, T., & Art, J. (2004). Guiding children’s learning of mathematics (10th eds.). USA: Thompson Learning, Inc.
  100. Lesh, R., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. K. Lester (Ed.) Second handbook of research on teaching and learning (pp. 763-804). Information Age Publishing.
  101. Lester, F. K. (1980). Research on mathematical problem solving. In R. J. Shumway (Ed.), Research in mathematics education (pp. 286-323). National Council of Teachers of Mathematics.
  102. Lester, F. K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for Research in Mathematics Education, 25(6), 660-675. https://doi.org/10.2307/749578
  103. Lester, F. K. (2013). Thoughts about research on mathematical problem-solving. The Mathematics Enthousiasm, 10(1), 245-278. https://doi.org/10.54870/1551-3440.1267
  104. Lester F.K., & Cai J. (2016). Can mathematical problem solving be taught? Preliminary answers from 30 years of research. In P. Felmer, E. Pehkonen, J. Kilpatrick (Eds.) Posing and solving mathematical problems (pp. 117-135). Springer. https://doi.org/10.1007/978-3-319-28023-3_8
  105. Lester, F. K. & R. Charles (Eds.). (2003). Teaching mathematics through problem solving: Pre-K-Grade 6. National Council of Teachers of Mathematics.
  106. Lester Jr, F. K., & Kehle, P. E. (2003). From problem solving to modeling: The evolution of thinking about research on complex mathematical activity. In T. R. Lesh & H. Doerr (Eds.) Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 501-517). Lawrence Erlbaurn Associates.
  107. Leung, S. S. (2013). Teachers implementing mathematical problem posing in the classroom: Challenges and strategies. Educational Studies in Mathematics, 83(1), 103–116. https://doi.org/10.1007/s10649-012-9436-4
  108. Li, X., Song, N., Hwang, S., & Cai, J. (2020). Learning to teach mathematics through problem posing: Teachers’ beliefs and performance on problem posing. Educational Studies in Mathematics, 105(3), 325-347. https://doi.org/10.1007/s10649-020-09981-0
  109. Lin, C. Y., & Cho, S. (2011). Predicting creative problem-solving in math from a dynamic system model of creative problem solving ability. Creativity Research Journal, 23(3), 255-261. https://doi.org/10.1080/10400419.2011.595986
  110. Ma, L. (1999). Knowing and teaching elementary mathematics. Lawrence Erlbaum. https://doi.org/10.4324/9781410602589
  111. Marchis, I. (2012). Self-regulated learning and mathematical problem solving. The New Educational Review, 27(1), 195-208.
  112. Martin, S. A., & Bassok, M. (2005). Effects of semantic cues on mathematical modeling: Evidence from word-problem solving and equation construction tasks. Memory & Cognition, 33(3), 471-478. https://doi.org/10.3758/BF03193064
  113. Matsko, V. J., & Thomas, J. (2015). Beyond routine: Fostering creativity in mathematics classrooms. In Mathematical problem posing (pp. 125-139). Springer. https://doi.org/10.1007/978-1-4614-6258-3_6
  114. Matsushita, K. (1994). Acquiring mathematical knowledge through semantic and pragmatic problem solving. Human Development, 37(4), 220-232. https://doi.org/10.1159/000278264
  115. Meijer, J., & Riemersma, F. (2002). Teaching and testing mathematical problem solving by offering optional assistance. Instructional Science, 30(3), 187-220. https://doi.org/10.1023/A:1015129031935
  116. Metallidou, P. (2009). Pre-service and in-service teachers’ metacognitive knowledge about problem-solving strategies. Teaching and Teacher Education, 25(1), 76-82. https://doi.org/10.1016/j.tate.2008.07.002
  117. Ministry of National Education [MoNE]. (2018). Mathematics Teaching Program (Grades 1–8). Ankara, Turkey. Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44. https://doi.org/10.2307/30035524
  118. Nakakoji, Y., & Wilson, R. (2020). Interdisciplinary learning in mathematics and science: Transfer of learning for 21st century problem solving at university. Journal of Intelligence, 8(3), 32. https://doi.org/10.3390/jintelligence8030032
  119. National Council of Teachers of Mathematics [NCTM] (1980). An agenda for action: Recommendations for school mathematics of the 1980s. Author.
  120. National Council of Teachers of Mathematics [NCTM] (2000). Principles and standards for school mathematics. NCTM.
  121. Novak, E., & Tassell, J. L. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20-29. https://doi.org/10.1016/j.lindif.2017.01.005
  122. Özcan, Z. Ç., & Gümüş, A. (2019). A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety. Australian Journal of Education, 63(1), 116-134. https://doi.org/10.1177/0004944119840073
  123. Pape, S. J. (2004). Middle school children’s problem-solving behavior: A cognitive analysis from a reading comprehension perspective. Journal for Research in Mathematics Education, 35(3), 187-219. https://doi.org/10.2307/30034912
  124. Parmar, R. S., Cawley, J. R., & Frazita, R. R. (1996). Word problem-solving by students with and without math disabilities. Exceptional Children, 62(5), 415-429. https://doi.org/10.1177/001440299606200503
  125. Polya, G. (1945). How to solve it. Princeton Univ. Press. https://doi.org/10.1515/9781400828678
  126. Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM, 52(1), 33-44. https://doi.org/10.1007/s11858-019-01118-9
  127. Psycharis, S., & Kallia, M. (2017). The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), 583-602. https://doi.org/10.1007/s11251-017-9421-5
  128. Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83-100. https://doi.org/10.1016/j.jecp.2015.07.014
  129. Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., & Suydam, M. N. (2004). Helping children learn mathematics (7th Edition). Wiley.
  130. Reznick, B. (1994). Some thoughts on writing for the Putnam. In A. H. Schoenfeld (Ed.), Mathematical thinking and problem solving (pp. 19–29). Routledge.
  131. Ridgway, J., Zawojewski, Z., Hoover, M., & Lambdin, D. (2003). Student attainment in the connected mathematics curriculum. In S. L. Senk & D. R. Thompson, (Eds.), Standards-oriented school mathematics curricula: What are they? what do students learn?, (pp. 193-224). Erlbaum. https://doi.org/10.4324/9781003064275-9
  132. Romberg, T. A., & Shafer, M. C. (2003). Mathematics in context (MIC)-preliminary evidence about student outcomes. In S. L. Senk, & D. R. Thompson (Eds.), Standards-oriented school mathematics curricula: What are they? what do students learn?, (pp. 225-250). Erlbaum. https://doi.org/10.4324/9781003064275-10
  133. Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221. https://doi.org/10.3102/00346543066002181
  134. Schoen, H. & Charles, R. (Ed.) (2003). Teaching mathematics through problem solving: Grades 6-12. National Council of Teachers of Mathematics.
  135. Schoen, R. C., Lavenia, M., Ozsoy, G., Schoen, R. C., Lavenia, M., & Ozsoy, G. (2019). Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education, 6(1), 1-29. https://doi.org/10.1080/2331186X.2019.1599488
  136. Schoenfeld, A. (1980). Teaching problem solving skills. Amer. Math. Monthly, 87, 794-805. https://doi.org/10.1080/00029890.1980.11995155
  137. Schoenfeld, A. (1983). The wild, wild, wild, wild world of problem solving: A review of sorts. For the Learning of Mathematics, 3, 40-47.
  138. Schoenfeld, A. H. (1989). Teaching mathematical thinking and problem solving. In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 83–103). Association for Supervision and Curriculum Development.
  139. Schoenfeld, A. H. (1992). On paradigms and methods: What do you do when the ones you know don't do what you want them to? Issues in the analysis of data in the form of videotapes. The Journal of the Learning Sciences, 2(2), 179-214. https://doi.org/10.1207/s15327809jls0202_3
  140. Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. The Mathematics Enthusiast, 10(1), 9-34. https://doi.org/10.54870/1551-3440.1258
  141. Serafino, K., & Cicchelli, T. (2003). Cognitive theories, prior knowledge, and anchored instruction on mathematical problem solving and transfer. Education and Urban Society, 36(1), 79-93. https://doi.org/10.1177/0013124503257016
  142. Sharp, E., & Dennis, M. S. (2017). Model drawing strategy for fraction word problem solving of fourth-grade students with learning disabilities. Remedial and Special Education, 38(3), 181-192. https://doi.org/10.1177/0741932516678823
  143. Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.
  144. Silver, E. A. (1985). Teaching and learning mathematical problem solving: Multiple research perspectives. Erlbaum.
  145. Silver, E. A. (2013). Problem-posing research in mathematics education: looking back, looking around, and looking ahead. Educational Studies in Mathematics, 83(1), 157-162. https://doi.org/10.1007/s10649-013-9477-3
  146. Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521-539. https://doi.org/10.2307/749846
  147. Silver, E. A., Mamona-Downs, J., Leung, S. S., & Kenney, P. A. (1996). Posing mathematical problems: An exploratory study. Journal For Research in Mathematics Education, 27(3), 293-309. https://doi.org/10.2307/749366
  148. Singer, F. M., Ellerton, N. F., & Cai, J. (Eds.). (2015). Mathematical Problem Posing: From Research to Effective Practice. Springer.
  149. Singer, F.M., & Voica, C. (2015). Is problem posing a tool for identifying and developing mathematical creativity? In F.M.Singer, N. Ellerton, & J.Cai (Eds.), Mathematical problem posing (pp. 141–174). Springer. https://doi.org/10.1007/978-1-4614-6258-3_7
  150. Song, P., & Wang, X. (2020). A bibliometric analysis of worldwide educational artificial intelligence research development in recent twenty years. Asia Pacific Education Review, 21(3), 473-486. https://doi.org/10.1007/s12564-020-09640-2
  151. Stickles, P. (2011). An analysis of secondary and middle school teachers’ mathematical problem posing. Investigations in Mathematics Learning, 3(2), 1-34. https://doi.org/10.1080/24727466.2011.11790301
  152. Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. Technology in Mathematics Education, 518-525.
  153. Suydam, M. N. (1980). Untangling clues from research on problem solving. In S. Krulik (Ed.), Problem solving in school mathematics (pp. 34-50). National Council of Teachers of Mathematics.
  154. Swanson, H. L. (2004). Working memory and phonological processing as predictors of children’s mathematical problem solving at different ages. Memory & Cognition, 32(4), 648-661. https://doi.org/10.3758/BF03195856
  155. Swanson, H. L. (2011). Working memory, attention, and mathematical problem solving: A longitudinal study of elementary school children. Journal of Educational Psychology, 103(4), 821. https://doi.org/10.1037/a0025114 Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not a risk for serious math difficulties. Journal of Educational Psychology, 96(3), 471-491. https://doi.org/10.1037/0022-0663.96.3.471
  156. Swanson, H. L., Jerman, O., & Zheng, X. (2008). Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 100(2), 343-379. https://doi.org/10.1037/0022-0663.100.2.343
  157. Swanson, H. L., & Sachse-Lee, C. (2001). Mathematic problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology, 79(3), 294-321. https://doi.org/10.1006/jecp.2000.2587
  158. Teong, S. K. (2003). The effect of metacognitive training on mathematical word‐problem solving. Journal of Computer Assisted Learning, 19(1), 46-55. https://doi.org/10.1046/j.0266-4909.2003.00005.x
  159. Tichá, M., & Hošpesová, A. (2013). Developing teachers’ subject didactic competence through problem posing. Educational Studies in Mathematics, 83(1), 133-143. https://doi.org/10.1007/s10649-012-9455-1
  160. Treffinger, D. J., Isaksen, S. G., & Stead-Dorval, K. B. (2005). Creative problem solving: An introduction. Prufrock Press Inc.
  161. Turhan, B., & Güven, M. (2014). The effect of mathematics instruction with problem posing approach on problem solving success, problem posing ability and views towards mathematics. Çukurova University Faculty of Education Journal 43(2), 217-234. https://doi.org/10.14812/cufej.2014.021
  162. Tzohar-Rozen, M., & Kramarski, B. (2017). Meta-cognition and meta-affect in young students: does it make a difference on mathematical problem solving. Teachers College Record, 119(13), 1-26. https://doi.org/10.1177/016146811711901308
  163. Uesaka, Y., Manalo, E., & Ichikawa, S. I. (2007). What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving?. Learning and Instruction, 17(3), 322-335. https://doi.org/10.1016/j.learninstruc.2007.02.006
  164. Van Harpen, X. Y., & Presmeg, N. C. (2013). An investigation of relationships between students’ mathematical problem-posing abilities and their mathematical content knowledge. Educational Studies in Mathematics, 83(1), 117-132. https://doi.org/10.1007/s10649-012-9456-0
  165. Verschaffel, L., & De Corte, E. (1997). Teaching realistic mathematical modeling in the elementary school: A teaching experiment with fifth graders. Journal for Research in Mathematics Education, 28(5), 577-601. https://doi.org/10.2307/749692
  166. Villeneuve, E. F., Hajovsky, D. B., Mason, B. A., & Lewno, B. M. (2019). Cognitive ability and math computation developmental relations with math problem solving: An integrated, multigroup approach. School Psychology, 34(1), 96-108. https://doi.org/10.1037/spq0000267
  167. Voskoglou, M. G. (2011). Problem solving from Polya to nowadays: A review and future perspectives. Progress in Education, 22(4), 65-82.
  168. Voyer, D. (2011). Performance in mathematical problem solving as a function of comprehension and arithmetic skills. International Journal of Science and Mathematics Education, 9(5), 1073-1092. https://doi.org/10.1007/s10763-010-9239-y
  169. Xie, J., & Masingila, J. O. (2017). Examining interactions between problem posing and problem solving with prospective primary teachers: A case of using fractions. Educational Studies in Mathematics, 96(1), 101-118. https://doi.org/10.1007/s10649-017-9760-9
  170. Xin, Y. P. (2008). The effect of schema-based instruction in solving mathematics word problems: An emphasis on prealgebraic conceptualization of multiplicative relations. Journal for Research in Mathematics Education, 39(5), 526-551. https://doi.org/10.5951/jresematheduc.39.5.0526
  171. Xin, Y. P., & Jitendra, A. K. (1999). The Effects of instruction in solving mathematical word problems for students with learning problems: A meta-analysis. The Journal of Special Education, 32(4), 207-225. https://doi.org/10.1177/002246699903200402
  172. Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-Solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), 181-192. https://doi.org/10.1177/00224669231157032
  173. Xin, Y. P., Wiles, B., & Lin, Y. Y. (2008). Teaching Conceptual Model—Based Word Problem Story Grammar to Enhance Mathematics Problem Solving. The Journal of Special Education, 42(3), 163-178. https://doi.org/10.1177/0022466907312895
  174. Xin, Y. P., Zhang, D., Park, J. Y., Tom, K., Whipple, A., & Si, L. (2011). A comparison of two mathematics problem-solving strategies: Facilitate algebra-readiness. The Journal of Educational Research, 104(6), 381-395. https://doi.org/10.1080/00220671.2010.487080
  175. Xu, B., Cai, J., Liu, Q., & Hwang, S. (2020). Teachers’ predictions of students’ mathematical thinking related to problem posing. International Journal of Educational Research, 102, 101427. https://doi.org/10.1016/j.ijer.2019.04.005
  176. Yang, X., & Xin, Y. P. (2021). Teaching problem posing to students with learning disabilities. Learning Disability Quarterly. https://doi.org/10.1177/0731948721993117
  177. Walker, D. W., & Poteet, J. A. (1990). A comparison of two methods of teaching mathematics story problem-solving with learning disabled students. National Forum of Special Education Journal, 1(1), 44-51.
  178. Weber, K., & Leikin, R. (2016). Recent advances in research on problem solving and problem posing. In A. Gutiérrez, P. Boero, & G. Leder (Eds.), The second handbook of research on the psychology of mathematics education (pp. 353-382). Sense. https://doi.org/10.1007/978-94-6300-561-6_10
  179. Wilson, J., Fernandez, M., & Hadaway, N. (1993). Mathematical problem solving. In P. S. Wilson (Ed.), Research ideas for the classroom: High School Mathematics (pp. 57-78). Macmillan.
  180. Woodward, J. (2004). Mathematics education in the United States: Past to present. Journal of Learning Disabilities, 37(1), 16-31. https://doi.org/10.1177/00222194040370010301
  181. Zakaria, E., & Ngah, N. (2011). A preliminary analysis of students’ problem-posing ability and its relationship to attitudes towards problem solving. Research Journal of Applied Sciences, Engineering and Technology, 3(9), 866-870.