The Role of Problem Posing in Developing Students' Mathematical Communication: A Systematic Literature Review
DOI:
https://doi.org/10.53696/venn.v4i2.293Keywords:
Problem Posing, Mathematical Communication, SLR, Mathematics EducationAbstract
Mathematical communication is a key competency in 21st-century learning but often overlooked in traditional approaches that emphasize procedural knowledge. However, it is apparent that problem posing seemed to be gaining more attention as an alternative approach to encourage students to critically and express mathematical ideas actively. This study examined the effectiveness of problem posing towards improving students’ mathematical communication through a Systematic Literature Review (SLR). Following the PRISMA framework, relevant literature published between 2015 and 2025 were located across particular academic databases. A bibliometric analysis was then conducted using VOSviewer. The findings revealed that problem posing plays a pivotal role in pedagogical strategies surrounding the learning of mathematics and promoting communication. This was particularly evident in areas of representation, reasoning, and both written and oral expression. However, its effectiveness depends on factors such as task design, teacher support, and learning context. This study concluded that problem posing holds significant potential to foster mathematical communication, but its implementation requires careful and systematic design. These findings offer valuable directions for future research and the development of more communicative instructional strategies.Downloads
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