A problem-solving conceptual framework and its implications in designing problem-posing tasks

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An Examination of Preservice Teachers’ Capacity to Create Mathematical Modeling Problems for Children (2017, background): “Many teachers are not active problem posers, nor do they have the required skills to pose appropriate problems (Singer & Voica, 2013).”
The effects of problem-posing intervention types on elementary students’ problem-solving (2018, background): “…one’s own problems requires and fosters an individual’s higher level mathematical thinking; for example, all problems given to students are generally solvable, but when students create their own problems, they must understand the components that make a problem solvable (Singer and Voica 2012).”