This study analyzed the research status of mathematical problem posing in thirteen major mathematics education journals from each journal’s earliest publication year the study could access to the year of 2018 or 2019, among which 49 years long was the longest and 14 years long was the shortest. After a systematic and comprehensive review of all the journal publications, a total of 62 articles on mathematical problem posing were analyzed in the study. It was found that empirical research constituted the majority of the studies; teachers were the largest research sample group; the research issue of teaching and teacher education was devoted to most frequently; most of the research issues preferred the qualitative research type, posing questions for a problem situation was the most popular type of problem posing task of empirical research articles; and each research sample group was presented each type of problem posing tasks in different frequencies. Implications for research were derived from the results of research types, research sample groups, research issues, and types of problem posing tasks. The current research status and future research perspectives of mathematical problem posing were accordingly proposed in the study.

本研究从各期刊最早发表年份到2018年或2019年，分析了13种主要数学教育期刊中数学问题的研究现状，其中49年最长，14年最短。在对所有期刊出版物进行系统和全面的审查后，研究分析了总共 62 篇关于数学问题的文章。研究发现，实证研究占大多数；教师是最大的研究样本组；教学和师范教育的研究问题最为频繁；大多数研究问题更喜欢定性研究类型，针对问题情境提出问题是实证研究文章中最受欢迎的问题提出任务类型；并且每个研究样本组都以不同的频率呈现每种类型的问题提出任务。对研究的影响来自研究类型、研究样本组、研究问题和提出问题的任务类型的结果。研究提出了数学问题提出的研究现状和未来的研究展望。