Changes and challenges in mathematical problem posing within Korean curricula and textbooks

Given the critical role of mathematical problem posing (MPP) in fostering creative thinking and problem-solving skills, this study examines how MPP has been incorporated into Korean mathematics curricula and textbooks. By analyzing six successive curriculum revisions and their corresponding textbooks, this study explores the alignment between curricular intentions and textbook tasks. Furthermore, it categorizes MPP tasks in recent textbook series according to task type, content area, grade level, use of real-life contexts, and consideration of affective dimensions. The findings reveal that the treatment of MPP in Korean curricula has broadened and become more systematic over time, alongside marked improvements in curricular-textbook alignment. Nevertheless, several challenges remain. MPP tasks continue to be predominantly concentrated in the numbers and operations domain, and those featuring lower levels of mathematical constraint remain underrepresented. Highlighting the need for a wider range of MPP tasks and the integration of affective considerations, this study provides valuable insights for guiding the integration of MPP into curricula and textbooks globally.