Teaching and learning through mathematical problem posing: commentary

The collection of articles in this special issue highlights the importance of problem posing from both teachers' and students' perspectives. Considerable research has been conducted across several decades on students' problem posing, as the authors of the articles indicate. In contrast, studies of teachers' knowledge of their students' thinking as they engage in mathematical problem-posing and their capabilities in posing problems have been limited. Because research on teachers' problem posing has not been prolific, the current articles raise more issues and questions than they can answer. I explore some of these issues and the challenges they present.