Introduction -- Does the Textbook Support the Implementation of Mathematical Problem-Posing in Classrooms? -- Problem Posing and Questioning -- Effective Factors and Beliefs About Mathematics of Chilean Young Children -- Reformulating: Mathematical Problem Solving as Inquiry -- Improving Mathematical Problem-Solving -- Reaction Paper.-Teaching Mathematical Problem Solving in Hungary for Students Who Have Average Ability in Maths -- Exploratory Problems as Propositions for Doing Mathematics -- On the Role of Corporeality, affect, and metaphoring in Problem Solving -- Building Thinking Classrooms: Conditions for Problem Solving -- Research Project Finland-Chile on Open Problem Solving in elementary Mathematics Teaching -- The Coordinated Use of Several Digital Technologies to Frame and Foster Learners' Mathematical Problem Solving Experiences -- Proportional Word Problem Solving Through a Modelling Lense -- Conceptual Model-Based Problem Solving -- Reaction Paper -- Novel Chilean Secondary Mathematics Teachers as Problem Solvers -- Infusing Mathematical Problem Solving in the Mathematics Curriculum -- Mathematical Problem Posing in Taiwan -- Mathematical Problem Solving and Teacher Professional Learning.

This book collects recent research on posing and solving mathematical problems. Rather than treating these two crucial aspects of school mathematics as separate areas of study, the authors approach them as a unit where both areas are measured on equal grounds in relation to each other. The contributors are from a vast variety of countries and with a wide range of experience; it includes the work from many of the leading researchers in the area and an important number of young researchers. The book is divided in three parts, one directed to new research perspectives and the other two directed to teachers and students, respectively.