Problem posing, the process of formulating problems based on a given situation, is an essential practice in mathematics and other disciplines. Although this is acknowledged in policy documents, problem posing is neither substantively nor consistently included in the school mathematics curriculum. In this paper, we first comment on the state of problem posing in school mathematics and discuss three recommendations to improve its integration into curriculum materials and classroom practice. These recommendations present a low barrier to entry for teachers and students and require only minor changes to common mathematics classroom activities and curriculum materials. Based on the three recommendations, as well as the features of effective teacher professional development, a program was created to investigate longitudinally the impact of problem-posing professional development on teachers’ conceptions of problem posing and their design of lessons to teach mathematics using problem posing, as well as on students’ learning. Initial findings are presented, including the significant changes in teachers’ conceptions of problem posing and teachers’ design of lessons to teach mathematics using problem posing, as well as the impact on students’ learning.

问题提出是在给定情况下提出问题的过程，是数学和其他学科的基本实践。尽管这在政策文件中得到了承认，但在学校数学课程中既没有实质性地也不是始终如一地提出问题。在本文中，我们首先对学校数学中存在的问题的状态进行评论，并讨论三项建议，以改善其与课程材料和课堂实践的整合。这些建议对教师和学生的进入门槛较低，并且仅需对常见的数学课堂活动和课程材料进行较小的更改。根据这三个建议以及有效的教师专业发展的特点，创建了一个程序来纵向研究问题提出的专业发展对教师问题提出概念及其设计课程的教学方法（使用问题提出对数学的影响）以及对学生学习的影响。提出了初步的发现，包括教师对问题提出的观念和教师对使用问题提出的数学课程的设计的重大变化，以及对学生学习的影响。