| Summary: | Mathematical problem posing, a form of authentic mathematical inquiry and creation, has been
acknowledged as important by educators and curriculum frameworks internationally and has been
the focus of several intervention studies with students and teachers. However, the intervention
components and measured outcomes of these prior studies varied, highlighting the diverse
approaches researchers have taken to support and measure mathematical problem-posing
competence. In this systematic review, we examined 39 intervention studies published over the
past three decades, all aimed at developing mathematical problem-posing competence, and we
identified nine common intervention components suggested or utilized within these studies. Also,
we derived clusters of measured outcomes related to mathematical problem-posing competence
used in the interventions. Our findings deepen understanding of approaches to supporting and
measuring mathematical problem-posing competence, thus casting light on what works, including
methods for measuring progress, in problem-posing interventions. We discuss implications of our
findings for future research and practice.
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