A model for problem creation: implications for teacher training Burgos Navarro, María José Tizón Escamilla, Nicolás Chaverri Hernández, Jorhan José Problem creation Teacher training Didactic-mathematical knowledge The invention of problems is a fundamental competence that enhances the didactic- mathematical knowledge of mathematics teachers and therefore should be an objective in teacher training plans. In this paper, we revise different proposals for categorizing problem-creation activities and propose a theoretical model for problem posing that, based on the assumptions of the Onto-Semiotic Approach, considers both the elements that characterize a problem and a categorization of different types of problem-posing tasks. In addition, the model proposes a description of the mathematical processes that occur during the sequence of actions carried out when a new problem is created. The model is illustrated by its application to analyze the practices developed by pre-service teachers in three problem-posing tasks aimed at specific didactic-mathematical purposes (mobilizing certain mathematical knowledge or reasoning, contributing to achieving learning goals, or addressing students’ difficulties). We conclude discussing the potential of our model to analyze the mathematical processes involved in problem creation from the perspective of teacher education. 2024-05-07T10:47:29Z 2024-05-07T10:47:29Z 2024-01-16 journal article Burgos, M., Tizón-Escamilla, N. & Chaverri, J. A model for problem creation: implications for teacher training. Math Ed Res J (2024). https://doi.org/10.1007/s13394-023-00482-w https://hdl.handle.net/10481/91494 10.1007/s13394-023-00482-w eng http://creativecommons.org/licenses/by/4.0/ open access Atribución 4.0 Internacional Springer Nature